Highly Qualified Teachers

1
Highly Qualified Teachers

• New Results for 2005-2006

2
Closing the Gap

• The Board of Regents is focused on improving
  student achievement and closing the gap.
• Increasing the number of highly qualified
  teachers is an important part of that.
• Students have higher standards, from
  pre-kindergarten through high school. Teachers
  must also meet higher standards.
• The Regents have also required that students get
  extra help to meet those standards. Teachers also
  need help to reach higher standards.

3
The Board of Regents has enacted reforms to
improve teacher quality and eliminate shortages

• Eliminated 16,000 uncertified teachers.
• Created alternative pathways to recruit
  experienced professionals.
• Required all teacher education programs to meet
  higher standards and be accredited.
• Required new teachers to have a major in the
  subject for which they are certified.
• Required new teachers to pass the Content
  Specialty Test.
• Required that teachers get 175 hours of
  professional development tied to the learning
  standards every 5 years.

4
Highly Qualified Teachers

• New York raised the percent of core classes
  taught by highly qualified teachers in every
  subject except the arts between 2004-05 and
  2005-06.
• New York also narrowed, but did not close, the
  teacher quality gap between high and low poverty
  schools.

5
What Is a Highly Qualified Teacher?

• Federal law requires that highly qualified
  teachers must
• Have a bachelors or higher degree
• Meet State certification standards
• Demonstrate subject matter knowledge in their
  teaching assignments in one of the ways required
  by law.

6
Highly Qualified Teachers

• Improvement was statewide, with improvement in
  all subjects except the arts. New York City
  especially improved in all subjects.
• Results were uneven in some districts, with an
  improvement in the percent of highly qualified
  teachers in some subjects and a decline in
  others.

7
Changes in Data from Year to Year

• The federal government required changes in how
  each state counts highly qualified teachers this
  year. In 2004-05, an elementary teacher was
  counted once for all classes taught. In 2005-06,
  each of the 5 or so classes taught by each
  elementary teacher counted separately.
• To the extent that elementary teachers are often
  more highly qualified, that additional weighting
  this year could affect some overall district
  totals.
• Therefore, the best comparison is within subjects
  (English, math, etc.) and within categories
  (elementary, middle/high school), where there was
  NO relative change in the federal rules for
  counting highly qualified teachers.

8
Bottom LineChanges in Data from Year to Year

• The improvement is real, as can be seen by
  comparing results by subject (English, math,
  etc.) and by category (high poverty elementary
  vs. low poverty elementary, etc.) within each
  district and in the State as a whole.
• But some overall improvement in some districts
  may be caused by federally-required changes in
  counting.

9
Why the Improvement?

• Regents reforms are working.
• In addition, school districts have used more
  intensive and effective recruiting, often
  starting earlier in the year.
• Some districts have also worked with innovative
  programs like Teach for America and Math for
  America to recruit experienced individuals. New
  York City has its Teaching Fellows program.
• School districts have also more carefully
  assigned teachers to classes for which they are
  qualified.

10
The gap between high and low poverty schools
narrowed but did not close.
Percent of Core Academic Classes Taught by Highly Qualified Teachers Percent of Core Academic Classes Taught by Highly Qualified Teachers Percent of Core Academic Classes Taught by Highly Qualified Teachers Percent of Core Academic Classes Taught by Highly Qualified Teachers Percent of Core Academic Classes Taught by Highly Qualified Teachers
2004-05 2005-06 Improvement
Elementary High Poverty Quartile 81.7 91.9 10.2
Low Poverty Quartile 98.1 99.1 1.0
Gap 16.4 7.2 -9.2

Middle/High School High Poverty Quartile 80.3 82.6 2.3
Low Poverty Quartile 97.2 97.8 0.6
Gap 16.9 15.2 -1.7
11
Statewide and the Big Five Cities The percent of
core classes NOT taught by highly qualified
teachers varied from subject to subject and
between districts.
All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05)
Core Subject Areas New York State-All Public Schools Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category)
Core Subject Areas New York State-All Public Schools High N/RC Districts High N/RC Districts High N/RC Districts High N/RC Districts High N/RC Districts
Core Subject Areas New York State-All Public Schools New York City Buffalo Rochester Syracuse Yonkers
Elementary (one or more subjects) (4.3) 3.1 (9.6) 6.4 (1.0) 0.8 (6.4) 6.0 (4.7) 7.4 (0.6) 0.2
English (8.7) 4.9 (24.7) 13.3 (3.0) 0.8 (1.6) 7.1 (4.3) 8.8 (1.2) 0.0
Mathematics (7.9) 5.7 (21.9) 15.2 (3.7) 1.4 (15.8) 17.2 (8.8) 7.3 (3.7) 1.7
Reading (7.5) 4.7 (31.4) 18.2 (2.0) 1.8 (34.1) 44.9 (4.4) 16.1 (----) 0.0
Science (9.7) 8.0 (25.1) 20.3 (13.1) 9.8 (5.8) 16.0 (9.3) 9.7 (6.5) 1.7
Social Studies (4.6) 3.9 (12.9) 9.9 (3.1) 1.0 (7.3) 8.0 (1.8) 3.3 (----) 0.0
Arts (6.9) 7.8 (31.3) 30.8 (5.9) 0.7 (7.4) 9.4 (7.9) 9.1 (1.1) 1.4
Foreign Languages (11.2) 8.7 (24.4) 17.4 (28.4) 12.9 (19.4) 21.5 (40.7) 48.3 (2.6) 0.0
All other core classes (career and technical, special education, bilingual, multiple subjects, unspecified subjects) (10.2) 9.0 (24.4) 20.1 (7.6) 5.9 (15.3) 16.2 (10.6) 13.4 (2.9) 0.5
Total (7.9) 5.5 (21.4) 13.0 (6.8) 2.8 (11.6) 10.6 (9.3) 10.6 (2.9) 0.6
12
Rest of the State The percent of core classes
NOT taught by highly qualified teachers varied
from subject to subject and between districts.
All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers (Numbers in parentheses show the percent in 2004-05) All Subjects Percent of Core Classes Not Taught by Highly Qualified Teachers (Numbers in parentheses show the percent in 2004-05)
Core Subject Areas New York State-All Public Schools Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category)
Core Subject Areas New York State-All Public Schools High Need Urban/ Suburban High Need Rural Districts Average N/RC Districts Low N/RC Districts Charters, BOCES State Schools
Elementary (one or more subjects) (4.3) 3.1 (2.2) 1.5 (0.8) 0.8 (0.9) 0.9 (1.2) 0.8 (8.8) 17.3
English (8.7) 4.9 (4.2) 2.4 (2.3) 1.7 (2.1) 1.4 (2.0) 1.2 (8.7) 9.0
Mathematics (7.9) 5.7 (3.9) 2.3 (3.2) 2.3 (2.1) 1.5 (1.8) 0.9 (12.3) 12.1
Reading (7.5) 4.7 (3.4) 1.5 (4.7) 2.9 (2.1) 1.7 (1.1) 0.6 (3.9) 10.2
Science (9.7) 8.0 (5.0) 3.0 (4.6) 3.4 (2.8) 1.9 (2.2) 1.7 (11.8) 17.9
Social Studies (4.6) 3.9 (2.0) 1.7 (1.5) 1.7 (1.5) 1.2 (1.3) 1.3 (4.2) 13.8
Arts (6.9) 7.8 (10.8) 2.2 (2.2) 2.0 (1.6) 1.7 (1.6) 1.7 (9.6) 27.0
Foreign Languages (11.2) 8.7 (5.5) 7.0 (12.8) 9.4 (6.4) 5.1 (2.7) 4.5 (33.2) 44.7
All other core classes (career and technical, special education, bilingual, multiple subjects, unspecified subjects) (10.2) 9.0 (5.5) 3.7 (4.5) 3.5 (2.6) 2.5 (2.2) 2.6 (6.7) 7.1
Total (7.9) 5.5 (4.2) 2.4 (3.5) 2.2 (2.3) 1.6 (2.2) 1.5 (8.2) 13.3
13
Big 5 Cities Many special classes for students
with disabilities were taught by teachers who
were NOT highly qualified in some districts.
Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05)
Special Classes for Students with Disabilities in Core Subjects New York State-All Public Schools Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category)
Special Classes for Students with Disabilities in Core Subjects New York State-All Public Schools High N/RC Districts High N/RC Districts High N/RC Districts High N/RC Districts High N/RC Districts
Special Classes for Students with Disabilities in Core Subjects New York State-All Public Schools New York City Buffalo Rochester Syracuse Yonkers
Elementary (8.8) 7.9 (16.7) 14.0 (0.6) 7.7 (14.5) 12.1 (6.0) 8.9 (1.1) 0.0
Middle/High School (9.5) 10.3 (24.8) 24.6 (3.8) 3.8 (6.7) 15.2 (9.8) 15.4 (2.8) 0.3
Other (2.7) 1.7 (4.7) 2.9 (0.6) 0.6 ( 7.8) 7.4 (4.0) 3.5 (3.4) 0.0
Total (8.1) 8.2 (20.6) 19.0 (2.4) 3.8 (11.5)13.4 (7.5) 10.6 (2.7) 0.2
Note Elementary assignments are special classes in Grades K-6 or special classes in which all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or special classes in which all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or special classes in which all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or special classes in which all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or special classes in which all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or special classes in which all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or special classes in which all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12.
14
Rest of the State The number of special classes
for students with disabilities taught by teachers
who were NOT highly qualified is low in many
districts.
Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Percent of Special Classes for Students with Disabilities Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05)
Special Classes for Students with Disabilities in Core Subjects New York State-All Public Schools Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category)
Special Classes for Students with Disabilities in Core Subjects New York State-All Public Schools High Need Urban/ Suburban Districts High Need Rural Districts Average N/RC Districts Low N/RC Districts Charters, BOCES and State Schools
Elementary (8.8) 7.9 (2.8) 3.3 (3.4) 3.5 (1.5) 1.5 (1.5) 1.6 (1.6) 3.0
Middle/High School ( 9.5) 10.3 (3.6) 2.5 (5.7) 2.7 (2.2) 2.5 (3.1) 5.3 (2.0) 3.2
Other (2.7) 1.7 (2.0) 1.3 (0.9) 0.2 (2.0) 0.8 (0.5) 1.7 (4.5) 3.3
Total (8.1) 8.2 (3.2) 2.4 (4.1) 2.4 (2.0) 1.9 (2.1) 3.6 (2.6) 3.2
Note Elementary assignments are special classes in Grades K-6 or when all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or when all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or when all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or when all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or when all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or when all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12. Note Elementary assignments are special classes in Grades K-6 or when all students are eligible to take the New York State Alternative Assessment. Middle/secondary assignments are special classes in Grades 7-12.
15
Big 5 Cities In the sciences, more earth science
and physics classes were taught by teachers who
were NOT highly qualified, but many districts
improved.
Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 ((Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 ((Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 ((Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 ((Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 ((Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 ((Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 ((Numbers in parentheses show the percent in 2004-05)
Science New York State-All Public Schools Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category)
Science New York State-All Public Schools High N/RC Districts High N/RC Districts High N/RC Districts High N/RC Districts High N/RC Districts
Science New York State-All Public Schools New York City Buffalo Rochester Syracuse Yonkers
Biology (7.5) 6.2 (17.6) 14.4 (10.0) 5.5 (6.3) 8.5 (2.0) 4.3 (7.2) 3.3
Chemistry (7.2) 7.0 (21.3) 20.4 (27.6) 32.1 (---) 7.3 (19.0) 14.8 (16.2) 0.0
Earth Science (17.5) 15.6 (43.5) 51.8 (18.5) 22.4 (8.0) 21.7 (15.4) 13.3 (--) 6.5
Physics (11.2) 10.2 (30.8) 28.6 (10.7) 6.1 (15.0) 11.5 (33.3) 28.6 (--) 0.0
Other Sciences (8.0) 6.8 (27.0) 16.5 (8.8) 2.1 (5.1) 21.3 (8.7) 10.1 (4.6) 0.0
Total (9.7) 8.0 (27.5) 20.3 (13.1) 9.8 (6.3) 16.0 (9.5) 9.7 (7.4) 1.7
Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy.
16
Rest of the State In the sciences, more earth
science and physics classes were taught by
teachers who were NOT highly qualified, but many
districts improved.
Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05) Science Percent of Core Classes Not Taught by Highly Qualified Teachers 2005-06 (Numbers in parentheses show the percent in 2004-05)
Special Classes for Students with Disabilities in Core Subjects New York State-All Public Schools Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category) Need/Resource Capacity (N/RC Category)
Special Classes for Students with Disabilities in Core Subjects New York State-All Public Schools High Need Urban/ Suburban Districts High Need Rural Districts Average N/RC Districts Low N/RC Districts Charters, BOCES and State Schools
Biology (7.5) 6.2 (5.0) 2.6 (3.7) 2.5 (2.6) 1.7 (1.7) 1.2 (8.1) 9.4
Chemistry (7.2) 7.0 (3.9) 2.7 (2.8) 2.9 (2.3) 2.3 (2.4) 1.2 (8.9) 17.6
Earth Science (17.5) 15.6 (6.3) 5.0 (8.7) 5.9 (5.1) 3.8 (4.4) 2.5 (10.0) 17.0
Physics (11.2) 10.2 (14.4) 2.2 15.4) 11.8 (4.4) 4.3 (3.3) 3.6 (3.6) 11.1
Other Sciences (8.0) 6.8 (4.0) 2.7 (2.7) 2.2 (1.9) 1.0 (1.3) 1.4 (11.8) 22.6
Total (9.7) 8.0 (5.1) 3.0 (4.6) 3.4 (2.8) 1.9 (2.2) 1.7 (9.8) 17.9
Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy. Note Other sciences includes general science, life science, and physical science as well as science electives such as astronomy.
17
Reforms in Teaching To Come

• Expand the pool of qualified teachers in areas
  where theyre needed most. Use supply and demand
  data to connect colleges with local districts.
  Identify targets.
• Expand alternative teacher preparation programs,
  new pathways to certification to recruit and
  retain teachers. Create a path for
  paraprofessionals to become teachers.
• Evaluate the quality of professional development,
  ensure current teachers get knowledge, skills on
  how to teach reading, other key areas.

18
Reforms in Teaching To Come

• Improve environmental conditions that affect
  teacher retention. Investigate incentives.
• Strengthen teacher education to ensure all
  teachers get the skills they need to teach
  reading, math, students with disabilities,
  English Language Learners.
• Bring retired teachers back into the workforce
  without pension penalty where they are needed.
• Expand Teachers of Tomorrow, Teacher Opportunity
  Corps.

19
Highly Qualified Teachers

• New Results for 2005-2006