A Profile of Georgias Teacher Workforce

1
A Profile of Georgias Teacher Workforce
Comfort Afolabi, Endya B. Stewart, Winifred C.
Nweke Cynthia E. Stephens Division for Educator
Workforce Research and Development Georgia
Professional Standards Commission
2
Introduction

• The 2002 Status Report of Georgias Educator
  workforce is the third report of its kind.The
  report focuses on
• The certified Pre-K 12 educator workforce in
  Georgia schools during the FY02 school year.
• Providing an evaluation and projections of the
  demand and supply of Georgia teachers,
  administrators and students services personnel.
• This presentation highlights Georgias teacher
• workforce.

3
Methodology Data Sources

• Data were obtained from a variety of sources
• Certified Personnel Information Report (CPI),
  generated by the Georgia Department of Education
  (GDOE).
• The Georgia Professional Standards Commission
  (PSC) certification records.
• Student teacher information (Capstone).
• The GDOE student enrollment and Full-time
  Equivalency (FTE) reports.
• The Georgia Retirement System (TRS).
• The Georgia Department of Human Resources (DHR).

4
Methodology-Data Format

• Data on Georgias educators are reported in two
  count formats
• FTE count shows full and part-day teaching
  assignments, with portions of the workday
  signified by decimal fractions.
• Personnel count shows each individual with a
  Georgia teaching certificate that holds a
  teaching position.
• The statistics presented in this report are
  pointers for the planning, development, and
  assessment of Georgias certified personnel
  workforce.

5
Georgias Teacher Workforce, FY98-FY02

• In FY02, the teaching workforce grew by 5 to
  99,470 from 94,689 in FY01.
• If the current growth rate continues, Georgia
  will employ more than 115,000 teachers in FY07
  and more than 136,000 teachers in FY12.

6
Georgias Teacher Workforce,FY02

• In FY02, Georgia hired 13,084 new teachers, 8,303
  of whom replaced teachers who exited the
  classroom and 4,781 towards meeting teacher
  demand engendered by student enrollment growth,
  reductions in class size, and new programs.

7
FY02 New Teacher Hires

• Demographic characteristics of FY02 new teachers
• 73.9 White
• 79.2 female
• 50.8 with zero years teaching experience
• 72.3 certified at the Bachelors degree level
• 32.5 came from out-of-state
• 42.6 taught in the Elementary subject area
• 44.7 were Pre-K 5 teachers
• 42.5 located in Metro RESA

8
Demography of Georgias Teacher Workforce

• Georgia expanded its Early Intervention Program
  (EIP) into all the elementary grades (K-5) to
  help ensure that no child is left behind. In
  FY02, Georgia employed 4,518 EIP teachers,
  compared to 2,912 in FY01.

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Demographic Profile By Gender, FY98-FY02

• The teaching workforce remains 82.1 female in
  FY02. The number of males in FY02 represents an
  increase of 1,149 male teachers from FY01 to
  FY02, and 2,243 male teachers over the five-year
  period.

10
Demographic Profile By Ethnicity, FY98-FY02

• The teaching workforce remains predominately
  White accounting for 78.0 in FY02.

11
Demographic Profile By Age, FY98-FY02

• The average age of the teaching workforce remains
  41.5 years. There is, however, an increase in
  the number of teachers over the age of 55
  (n9,386). In fact, 188 retired teachers came
  back to teach in FY02.

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Distribution of Public School Teachers By RESA,
FY02
North Georgia 4.2
Pioneer 5.4

• Metro RESA remains the largest employer of
  teachers in FY02 with 36.2 of all teachers and
  42.6 of newly hired teachers.

Northwest Georgia 6.8
Northeast Georgia 4.4
Metro 36.2
Griffin 5.4
Central Savannah River 5.1
West Georgia 3.8
Oconee 1.3
Middle Georgia 4.1
Heart Of Georgia 1.7
First District 8.4
Chattahoochee 3.7
Coastal Plains 2.9
Southwest Georgia 4.5
Okefenokee 1.9
13
Certification Level of Public School Teachers,
FY02

• Half (50.3) of the teaching workforce have a
  graduate level certificate (Masters, Education
  Specialist or Doctorate).
• Forty-nine percent of Georgias teachers possess
  Bachelors degrees. This has remained consistent
  over five years.

14
National Board for Professional Teaching
Standards Certification Applicants

• The number of National Board applicants in
  Georgia has continued to rise since FY99 (49) to
  1,162 in FY02.
• In FY02, Georgia employed 423 National Board
  certified teachers, ranking Georgia 7th in the
  U.S. with regard to the number of nationally
  certified teachers.

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Out-Of-Field Teaching in Georgias High Schools

• Out-of-field teaching at the High School level
  has slightly worsened in four core subject areas,
  especially in Social Science (6.1), English
  (5.6), and Mathematics (5.5).
• RESAs that are most plagued by the out-of-field
  problem include First District (10.1 in Social
  Science), Heart of Georgia (15.4 in English),
  and Oconee (12.5 in Math and 13.3 in Social
  Science).

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Teacher Demand

• Teacher demand is primarily influenced by three
  factors.They are
• Student Enrollment Growth in the student
  population and changing demographics of the
  population due to live birth rates and/or
  migration into the state.
• Education Policy Growth or decline in the
  teaching force due to new and/or revised
  legislation, notably class size reduction.
• Attrition Decline in the teaching force due to
  retirement or other forms of exit from the
  teaching force.

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Teacher Demand

• In FY02,1,470,634 Pre-K 12 students were
  enrolled in Georgia public schools, 4,318 more
  than was projected for FY02. High live-birth
  rates, migration into Georgia, class size
  reduction mandates, and attrition have continued
  to affect teacher demand.
• Live birth increases and population migration
  into Georgia from 1997 through 2001 are beginning
  to be felt in the public school system as the
  children enroll in Pre-K and, especially, in
  Kindergarten classrooms.

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Teacher Demand

• Eight northern RESAs experienced student
  enrollment growth while the southern RESAs
  experienced enrollment decline.

North Georgia
Pioneer
Northwest Georgia
Northeast Georgia
Metro
Griffin
Central Savannah River
West Georgia
Oconee
Middle Georgia
Heart Of Georgia
First District
Chattahoochee
Southwest Georgia
Okefenokee
Coastal Plains
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Teacher Demand

• Hispanic student enrollment grew by nearly 11,000
  students (17), from FY01 to FY02 and more than
  doubled between FY98 to FY02. The Asian and
  American Indian student populations grew
  considerably from FY01 to FY02, at 8.3 and 4.6,
  respectively.
• The White student enrollment has been declining
  since FY99 and is currently at 52.57.

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Teacher Demand

• The attrition rate of teachers declined from 9.4
  in FY00 to 8.8 (8,303 teachers) in FY01,
  possibly due to the slowing economy.

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Attrition By RESA
Numbers indicated ranking.
22
FY01 Teacher Attrition

• Demographic characteristics of FY01 teachers who
  left the educator workforce
• 81.15 female
• 77.45 White
• 27.10 in the 21-30 age group
• 36.60 with 0-5 years experience
• 48.45 certified at the Bachelors degree level
• 69.28 held Teaching (T) certificates
• 41.96 taught in the Elementary subject area
• 40.31 were Pre-K 5 teachers
• 40.54 located in Metro RESA

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Teacher Supply

• Teachers in Georgia come from five main sources
• Out-of state teachers seeking employment in
  Georgia.
• New teachers graduating the previous year from
  educator preparation programs in Georgias
  institution of higher educations.
• Teachers returning to the educator workforce
  after a brief absence (returning teachers).
• Alternative preparation/Provisional certificate
  holders.
• Teachers who did not enter the workforce
  immediately after initial preparation and/or
  certification.

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FY02 New Teacher Hires

• Of the total new teacher hires, 32.5 came from
  outside Georgia surpassing the PSC target of 30
  for FY03.

2.5
2.0
21.1
2.3
21.9
17.7
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Teacher Supply

• Retention remains the major supply source of
  teachers, accounting for more than 90 of each
  years teaching workforce. Projections show an
  expected increase in the number of teachers
  retained.

Includes teachers assigned across levels.
Numbers reflect FTE Counts.
26
FY02 Teacher Production

• New teacher production from teacher preparation
  programs in Georgia public and private colleges
  declined from 3,784 in FY01 to 3,388 in FY02, a
  10 decline.
• In FY02, Georgia teacher preparation programs
  supplied 21.9 of the new teacher hires.
  Returning teachers accounted for 21.1.
• Alternative preparation programs contributed
  17.7 to the total, an increase of 7 from FY01.
  This reflects the boost from the GATAPP program
  and existing alternative preparation programs.

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Conclusion

• Teacher demand based on student enrollment and
  education policy initiatives (e.g., reduced class
  size and No Child Left Behind) is projected to
  increase substantially through the FY12 academic
  year.
• There was an increase in the number of teachers
  retained from FY01 to FY02. In fact, projections
  for FY03, FY07, and FY12 suggest increased
  numbers of teacher will be retained in Georgias
  classrooms.

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Conclusion

• Traditional teacher preparation programs have
  produced fewer teachers year after year. To
  recruit, hire, and retain enough new teachers to
  staff Georgia classrooms, school systems must and
  will continue to depend on out-of state teachers,
  alternatively prepared teachers, and returning
  teachers.

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Conclusion

• With regards to diversity, there was an increase
  in the number of Hispanic teachers (15.21
  increase from FY01 to FY02). However, these
  teachers represent 0.8 of the overall teaching
  force. Hispanic students, on the other hand,
  represent 5.5 of Georgias Pre-K-12 student
  enrollment.

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Conclusion

• TeachGeorgia educator marketing and recruitment
  efforts embarked upon by the PSC are anticipated
  to increase the supply of teachers in Georgia.
  Also, the PSC has begun a multi-faceted marketing
  and advertising strategy to encourage
  out-of-state teachers to seek teaching positions
  in Georgia.

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Conclusion

• The present state of the economy will serve to
  encourage job seekers to pursue teaching
  positions, as well as serve as a means to
  increase both teacher supply and retention.
  Economic factors may also discourage
  retirement-ready teachers from leaving.