1 Highly Qualified Teachers Rhode Island's Experience Jonathan Dyson.
Progress Report: Highly Qualified Teachers in School Year 2006-2007
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Transcript of Progress Report: Highly Qualified Teachers in School Year 2006-2007
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Progress Report:Highly Qualified Teachersin School Year 2006-2007
New York State Education DepartmentApril 2008
See http://www.highered.nysed.gov/ for full report.
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Highly qualified teachersHave a bachelor’s or higher degree
Meet State certification requirementsDemonstrate subject knowledge for core subjects they teach
Core subjectsArts
English/Language ArtsLanguages Other than English
MathReadingScience
Social Studies
Federal law requires 100% of public school classes in core academic subjects to be taught by highly qualified teachers.
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New York State: All SchoolsPercent of Core Classes Taught by Highly Qualified Teachers
92.1% 94.5% 95.7%
2004-2005 2005-2006 2006-2007
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New York State: Elementary Schools Percent of Core Classes Taught by Highly Qualified Teachers
92.1%98.1%
81.7%
96.2% 99.1%91.9%
97.4% 99.1%94.9%
All Elementary Schools Low Poverty ElementarySchools
High Poverty ElementarySchools
2004-2005 2005-2006 2006-2007
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New York State: Middle/Secondary Schools Percent of Core Classes Taught by Highly Qualified Teachers
93.1%97.2%
80.3%
93.0%97.8%
82.6%
93.2%97.1%
83.9%
All Middle/Secondary Schools Low PovertyMiddle/Secondary Schools
High PovertyMiddle/Secondary Schools
2004-2005 2005-2006 2006-2007
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New York State Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
3.6%6.5%
3.0% 4.3%8.7%
3.3%2.2% 4.5%8.2%
4.4%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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New York City School DistrictPercent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
4.1%
16.0%11.2%
14.6%8.2% 9.8%
15.5%
7.2%
21.3%
9.2%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Buffalo City School District Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
0.8%6.5% 4.5%
22.9%
4.6%9.2% 11.8%
5.2% 5.9% 5.0%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Rochester City School DistrictPercent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
4.2%
13.5%10.1% 12.3% 13.7%
30.5%
12.8% 11.4%15.7%
10.2%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Syracuse City School District Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
7.7%9.1%2.9%
10.8%
1.0%7.0%
40.6%
6.2%1.5%
6.4%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Yonkers City School DistrictPercent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
0.3%0.0%0.0%0.0%0.0%1.0%0.5%1.2%1.4%0.0%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Other High Need Urban/Suburban Districts Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
2.6%5.6%
1.5%3.6%3.2%2.3%6.7%
2.2%1.8%1.3%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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High Need Rural Districts Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
2.1%4.1%
1.5%3.4%2.1%2.0%
10.3%
1.2%1.1%0.8%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Average Need DistrictsPercent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
0.5% 1.3% 1.4%5.3%
1.0% 1.7% 1.5% 0.9% 3.1% 1.4%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Low Need Districts Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
0.5% 1.3% 1.6% 4.0% 0.9% 1.6% 1.8% 0.7% 2.7% 1.4%
2005-2006 2006-2007
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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BOCES & State Schools: 2006-2007 Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
2.1% 3.4%7.5%
29.1%
7.9%2.9%
13.2%
4.2%7.3% 7.6%
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
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Charter Schools: 2006-2007 Percent of Core Classes Taught by Teachers
Who Were Not Highly Qualified
13.6%
33.8%
27.2%
60.4%
31.6%
24.7%
38.2%
28.5%
13.7%
21.2%
“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.CAUTION: Charter school percentages may be too high because charter school data were not adjusted for up to 5 teachers per school who do not need to be certified to be highly qualified.
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New York StatePercent of Science Classes in Specific Science Subjects
Taught by Teachers Who Were Not Highly Qualified
6.5%4.7%10.9%
16.5%
6.0%4.8%
Biology Chemistry Earth Science Physics Other Sciences All Sciences
2005-2006 2006-2007
Science classes were 12% of the 32,606 core classes in NYS taught by teachers who were not HQ.
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Four Large Cities: 2006-2007 Percent of Science Classes in Specific Science Subjects
Taught by Teachers Who Were Not Highly Qualified
0%
10%
20%
30%
40%
50%
60%
70%
New York City Buffalo Rochester SyracuseBiology Chemistry Earth SciencePhysics Other Sciences All Sciences
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New York StatePercent of Core Special Classes for Students with Disabilities
Taught by Teachers Who Were Not Highly Qualified
4.2%
14.1%
3.0%
8.9%
Elementary Middle/Secondary Other All
2005-2006 2006-2007
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Four Large Cities, BOCES and State Schools: 2006-2007 Percent of Core Special Classes for Students with Disabilities
Taught by Teachers Who Were Not Highly Qualified
0%
10%
20%
30%
40%
50%
60%
70%
New York City Buffalo Rochester Syracuse BOCES/StateSchools
Elementary Middle/Secondary Other All
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Percent of 2006-2007 Core Classes in LOTE Taught by Teachers Who Were Not Highly Qualified
8.2%
14.6%
22.9%
12.3%
40.6%
0.5%
6.7%
10.3%
5.3%
4.0%
29.1%
New York State
New York City
Buffalo
Rochester
Syracuse
Yonkers
High N/RC Urban and Suburban LEAs
High N/RC Rural LEAs
Average N/RC LEAs
Low N/RC LEAs
BOCES and State Schools
LOTE means Languages Other Than English
N/RC means Need/Resource Capacity
LOTE classes were 9 percent of the 32,606 classes in NYS taught by teachers who were not HQ.
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“Other” includes classes in multiple and/or unspecified core subjects in general education, career and technical education, special education and/or bilingual education.
Core Subject
% of NYS Total
(N=32,606)% within Category
Other 26% 8.7%Elementary 19% 2.2%Sciences 12% 6.5%Arts 10% 4.4%English 9% 4.5%Languages Other Than English 9% 8.2%Math 8% 3.6%Social Studies 6% 3.0%Reading 2% 3.3%
New York State Total 100% 4.3%
2006-2007 Core Classes Taught by Teachers Who Were Not HQ
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Need/Resource Capacity Category% of NYS
Total (N=32,606)
% within Category
New York City 63% 9.2%Average Need Districts 11% 1.4%Four Other Large Cities 6% 5.9%Low Need Districts 5% 1.4%High Need Urban/Suburban Districts 5% 2.6%Charter Schools 4% 21.2%High Need Rural Districts 4% 2.1%BOCES & State Schools 2% 7.6%
New York State Total 100% 4.3%
2006-2007 Core Classes Taught by Teachers Who Were Not HQ
CAUTION: Charter school percentages may be too high because charter school data were not adjusted for up to 5 teachers per school who do not need to be certified to be highly qualified.
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Initiatives to Address Remaining GapsGuided by Regents Policies and Plans
Certification policy review in subject areas with greatest need (special education in Grades 7-12, languages other than English & science) and extensionof Individual Evaluation pathway to increase teacher supply without compromising quality
Focused programs to recruit, retain & support teachers, such as Teachers of Tomorrow, Teacher Opportunity Corps, Troops to Teachers, Transition to Teaching, Mentoring, Teacher Centers
P-16 regional partnerships for teacher quality (pilot in 2006-2007)
Data to support teacher education program assessment & student advisement for educational and career planning
Advocacy in Albany for school aid & relief from pension penalty for retired public employees teaching in hard-to-staff schools and subject areas (New $25,000,000 programto prepare 1,000 new teachers in 3 years was requested for 2008-2009 but is not in budget.)
Advocacy in Washington for teacher recruitment & loan forgivenessTechnical assistance and monitoring to assist districts