Identifying Effective Teachers Policy
The state should publicly report districts' distribution of teacher talent among schools to identify inequities in schools serving disadvantaged children.
Providing comprehensive reporting may be the state's most important role for ensuring the equitable distribution of teachers among schools. Texas reports little school-level data that can help support the equitable distribution of teacher talent.
Texas does not collect or publicly report most of the data recommended by NCTQ. The state does not provide a school-level teacher quality index that demonstrates the academic backgrounds of a school's teachers and the ratio of new to veteran teachers. Texas also does not report on teacher absenteeism or turnover rates.
Texas does report on the percentage of teachers on emergency credentials and the percentage of highly qualified teachers. Commendably, these data are reported for each school, rather than aggregated by district. Texas' Plan for Equitable Distribution of Highly Qualified Teachers compares the percentage of highly qualified teachers and reports on the percentage of teachers based on the number of years of experience at high- and low-poverty schools.
2010-2011 Highly Qualified Teachers School Summary Report http://burleson.tea.state.tx.us/ReportInterface/AdditionalReportParameterSelectionPage.aspx 2010-2011 Highly Qualified Teachers State Summary Report http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147501191 Texas Plan for Equitable Distribution of Highly Qualified Teachers 2010-2011 http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147502585&libID=2147502579
Use a teacher quality index to report publicly about each school.
A teacher quality index, such as the one developed by the Illinois Education Research Council, with data including teachers' average SAT or ACT scores, the percentage of teachers failing basic skills licensure tests at least once, the selectivity of teachers' undergraduate colleges and the percentage of new teachers, can shine a light on how equitably teachers are distributed both across and within districts. Texas should ensure that individual school report cards include such data in a manner that translates these factors into something easily understood by the public, such as a color-coded matrix indicating a school's high or low score.
Publish other data that facilitate comparisons across schools.
Texas should collect and report other school-level data that reflect the stability of a school's faculty, including the rates of teacher absenteeism and turnover.
Provide comparative data based on school demographics.
As Texas does with highly qualified teachers, the state should provide comparative data for schools with similar poverty and minority populations. This would yield a more comprehensive picture of gaps in the equitable distribution of teachers.
Texas was helpful in providing NCTQ with facts that enhanced this analysis. Texas also pointed out that the state has reports showing the percentage of highly qualified teachers disaggregated by both individual school and by teaching area. Current year information is available each November, with periodic updates through June, when reports are updated for the end-of-the-year status. These end-of-year reports are available for each school year, starting with 2002-2003.