Race to the Top and Teacher Preparation

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Race to the Top andTeacher Preparation

Analyzing State Strategies or Ensuring Real Accountability andFostering Program Innovation

Edward Crowe March 2011


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Race to the Top andTeacher PreparationAnalyzing State Strategies or Ensuring Real

Accountability and Fostering Program Innovation

Edward Crowe March 2011


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Contents 1 Introduction and summary

6 Strong accountability for teacher preparation

10 Holding preparation programs accountable

18 Public disclosure and program accountability

22 Expanding successful teacher preparation andcredentialing programs

25 Delivering on state promises: Capacity and co

32 Challenges and policy recommendations

36 Conclusion

38 Endnotes


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Introduction and summary

While here are many acors criical o improving Americas primary and second-

ary schools, srenghening eacher educaion is an essenial par o any sraegy

likely o make a dierence.

When he Obama adminisraion creaed he Race o he op or R Fundo

encourage and reward Saes ha are creaing he condiions or educaion innova-

ion and reormand provided $4.35 bil lion hrough he American Recovery

and Reinvesmen Ac oward hese goals, a key ocus was eacher preparaion. Acrucial aim o he R iniiaive is supporing unded saes o implemen plans

or recruiing, developing, rewarding, and reaining eecive eachers and princi-

pals, especially where hey are needed mos.

As suggesed by is prominence as a prioriy in he R unding soliciaion,

improving eacher qualiy is one o he mos pressing issues in educaion reorm

and school improvemen. Increasing he number o eecive eachers in specic

subjec areas and in high-need schools are goals ha canno be me wihou sig-

nican enhancemen o he capaciy o eacher preparaion programs o produce

and suppor eecive eachers or he naions schools.

Improving he qualiy o eacher educaion is a vial ocus o educaion reorm,

bu i is also an enormous challenge wih ew obvious successes rom a hos o

redesign and reorm iniiaives over he pas hree or more decades.1 Te diculy

o obaining signican and widespread change in he overall qualiy o eacher

educaion in he Unied Saes is behind eors o combine a carro-and-sick

approachoering incenives o p rograms ha embark on serious reorm eors

as well as sronger accounabiliy mechanisms o push he same programs in he

righ direcion.2

In wo rounds o compeiive proposals, he U.S. Secreary o Educaion awarded

R unds o 11 saes and he Disric o Columbia. (For ease o reerence, all

12 awardees are reerred o as saes hroughou he paper.) Tis paper describes


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and analyzes one componen o he R proposals in hese 11 saes and D.C.

namely, sae plans o promoe improvemens in eacher qualiy hrough enhanced

accounabiliy or eacher preparaion programs in he sae.

Te eacher educaion componens o Race o he op ask saes o adop more

vigorous accounabiliy mechanisms and o esablish or expand preparaion pro-

grams ha are successul a producing eecive eachers. Tus R requires he

unded saes o:

Link suden achievemen and suden growh daa o he eachers o

hese sudens ie his inormaion o he in-sae programs ha prepare eachers Publicly repor he daa on program eeciveness or each preparaion program

in he sae Expand eacher educaion programs and eacher credenialing opions ha are

successul a producing graduaes who are eecive eachers

I is also relevan o noe ha he R unding soliciaion included specic deni-

ions o hree imporan erms: eecive eachers, suden growh, and suden

achievemen. Precise deniions or hese erms are bui lding blocks in Rs

eors o produce high-qualiy eachers and repor publicly on every preparaion

program in a sae. Because hey esablish he rules o he game or he sae

eacher qualiy iniiaives, hese are worh quoing a lengh and should be used as

markers in evaluaing commimens rom he 12 unded saes.

Eecive eachers are dened or he R ace o he op as hose whose sudens

achieve accepable raes (a leas one grade level in an academic year) o suden

growh.3 o make clear he goal o ederal policy hrough hese grans o saes,

he soliciaion denes suden growh as he change in suden achievemen

or an individual suden beween wo or more poins i n ime. I denes suden

achievemen as, in par, a sudens score on he Saes assessmens under he

ESEA [Elemenary and Secondary Educaion Ac]; and, as appropriae oher

measures o suden learning provided hey are rigorous and comparable

across classrooms.4

Trough R, hereore, saes were asked o dene eecive eaching in erms o

suden achievemen oucomes, aggregae eacher eeciveness daa o he prepa-

raion program level, and make regular public repors o heir ndings.

A recen paper published by he Cener or American Progress, Measuring Wha

Maters, calls or a radical redesign o eacher educaion program accounabiliy

in he Unied Saes. I describes he componens o an eecive accounabil-

iy sysem or preparaion programs and showed how curren policies in all 50

saes and he Disric o Columbia have ailed o provide meaningul or relevan

accounabiliy or eacher preparaion programs.5

Measuring Wha Maters urged every sae o adop ve key indicaors o

program and graduae perormance, applied equally o all programs in a sae,

wheher he program is radiional or alernaive, and no mater which organiza-

ion is responsible or he preparaion program. 6

Te ve recommended accounabiliy measures are:7

A eacher eeciveness measure ha repors on wheher program graduaes help

heir K-12 sudens o learn Measures o classroom eaching perormance o program graduaes buil on reli-

able and valid classroom observaion insrumens Persisence raes in eaching or all program graduaes, disclosed o he public

or up o ve years pos-compleion Feedback surveys rom program graduaes and rom heir employers A new sysem o eacher licensure esing, wih he number o curren ess cu

by more han 90 percen, and wih every sae adoping he same ess and he

same pass rae policies

Race o he op pus he emphasis on he rs Measuring Wha Maters

indicaor: requiring saes o measure and disclose program eeciveness resuls

o he public. Funded saes mus rea all preparaion programs he same, using

specic deniions o suden achievemen and suden academic growh o

deermine boh individual eacher eeciveness and overall preparaion pro-

gram eeciveness.

A careul review o he 12 R sae proposals as well as he reviewer noes made

available hrough he U.S. Deparmen o Educaion shows he range o commi-

mens and acions ha will be aken by he unded saes.


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Student achievement as a program outcome

Every sae promised o use suden achievemen as an oucome indicaor or

eacher educaion programs. Tey all commited o public disclosure o prepa-

raion program eacher eeciveness ndings hrough a reporing sysem or

perormance resuls. Ye only ve saes say hey will use he eacher eeciveness

o program graduaes as an accounabiliy measure, publicly reporing he resuls

and using hem o hold programs accounable.

Other program outcomes

Some saes go beyond he minimum requiremen o ying suden achievemen

o eachers and o eacher educaion programs. Tose eors include repor-

ing he persisence in eaching o program graduaes, employer eedback survey

resuls, job placemen raes, and schools where program graduaes each andremain in he proession.

Several R saes propose changes o heir eacher cericaion ex aminaions.

Speaking o ha issue, Measuring Wha Maters recommends a whole new sys-

em o eacher licensure ess, signican reducions o he number o ess used by

each sae, adopion o he same ess in all saes, and he use o he same passing

rae policies in every sae. While no R sae goes his ar, hree o hem plan o

revamp pieces o heir curren esing eors.

Public disclosure of program performanceA key heme o Race o he ops selecion crieria is inormaion abou educaion

oucomes or key sakeholders in he saes. R expecs each sae o publicly

repor daa on he eeciveness o graduaes rom each i n-sae preparaion

program. All 12 R saes made commimens o develop or improve reporing

sysems or public disclosure o hese resuls.

Sill, he lengh o ime i wi ll ake or hese sysems o be accessible o he generalpublic varies considerably. o mee hese disclosure arges, daa sysems in mos

saes will have o be upgraded. In addiion, saes will have o setle on and es

drive a mehodology or measuring suden achievemen gains and connecing

hem o individual eachers.

Five o he 12 unded saes make clear commimens o use evidence o eacher

eeciveness or program accounabiliy. Tey also propose seps o close weak

programs unable or unwilling o improve. Tis i s a welcome developmen in sae

accounabiliy or eacher educaion. Te eors o hese ve saes clearly poin

he way o moving us beyond odays oohless sae accounabiliy policies, bu

hey bear close scruiny because saes have no hisory o real accounabiliy when

i comes o he preparaion o eachers.

A air summary o hese sae commimens o preparaion program accounabil-

iy hrough R is ha some saes have sronger commimens han ohers, and

some proposed sae acion seps are likely o srenghen sae oversigh. Specics

o hese srenghs and weaknesses are discussed in deail i n his paper.

Te good news is a his poin we can predic progress on real accounabiliy or

eacher educaion i he saes unded in hese wo rounds o proposal reviews do

hree hings:

Make good on all o heir R proposal commimens ake he logical sep o using enhanced capaciy o replace ineecual accoun-

abiliy sysems wih rigorous measures Asser heir auhoriy o impose serious consequences on weak and ineecive

programs

Policy recommendaions drawn rom he analysis o he 12 unded Race o he

op iniiaives in his paper are inended o maximize he poenial or change

hrough R:

Develop high-qualiy sae and daa reporing sysems Pilo sronger measures o preparaion program accounabiliy Foser innovaive sraegies o promoe eacher and program qualiy Find ways o suppor good work by saes no unded hrough R Monior sae perormance

By asking saes or new iniiaives o build or expand high-qualiy eacher prepa-

raion pahways, i is clear ha Race o he op can be a powerul lever o improveeacher qualiy in he Unied Saes.


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Strong accountability for teacher

preparation programs

A recen paper published by he Cener or American Progress, Measuring Wha

Maters, described wha a srong sysem o preparaion program accounabiliy is

all abou and showed how curren sae policies have ailed o provide meaningul

or relevan accounabiliy or eacher preparaion programs in every sae.8 Sae

policies mosly ignore he impac o program graduaes on heir K-12 sudens

a cenral eaure o he R requiremensand hey say nex o nohing abou

oher key oucomes, such as where graduaes each, how long hey remain in he

proession, and wha hey or heir employers hink abou he program ha pre-pared hem or he classroom.9

Tis analysis also criicized he eacher ess used by mos saes, noing ha hey

don direcly measure wha eachers do in he classroom [and] essenially

measure knowledge and skills a levels more appropriae o wha eighh graders

are expeced o know.10 eacher es passing scores are se low enough in many

saes o ensure ha nearly every graduae will pass.

Perhaps he mos elling criique o curren sae accounabiliy mechanisms or

eacher educaion is ha saes don even use heir weak curren policies o police

programs under heir jurisdicion. Less han 2 percen o all eacher educaion

programs in he Unied Saes have been agged as low perorming by he sae

in which hey operae since Congress required each sae o develop and imple-

men a se o crieria o ideniy low per orming programs in 1998.11 In a parner-

ship wih U.S. News & World Report, he Naional Cener or eacher Qualiy has

begun a naionwide analysis o educaion schools using idenical sandards and

mehods o analysis in every sae.12 Teir work will ell us more abou he exen

o which saes ake heir oversigh responsibiliies seriously.

Tis obsolee and irrelevan sysem o accounabiliy is a major reason why we

need he Race o he op provisions o ensure ha saes measure eacher eecive-

ness o program graduaes and link he ndings back o each preparaion program.

Measuring Wha Maters urged saes o adop a srong sysem o preparaion

program accounabiliy buil on ve key indicaors o program and graduae

perormance. I recommended ha every sae adop he same sysem o program

accounabiliy, wih accounabiliy policies applied equally o all programs in

a sae, wheher he program is radiional or alernaive, and no mater which

organizaion is responsible or he preparaion program. 13

Te ve recommended accounabiliy measures are:14

A teacher effectiveness measure that reports on whether program graduates

help their K-12 students to learn. Only hree saes now incorporae value-added

measures o suden achievemen ino heir program accounabiliy sysems

(Louisiana, Florida, and exas). Since high-qualiy insrucion is he main driver

or suden achievemen, i makes sense ha eacher eeciveness measures ough

o be par o preparaion program accounabiliy policies in every sae.

Measures of classroom teaching performance of program graduates built on

reliable and valid classroom observation instruments. Even when eacher prepara-

ion programs are able o measure eacher eeciveness, guring ou how eachers

obain hese resuls is imporan. Saesand programsneed high-qualiy mea-

sures o classroom eaching perormance o undersand wheher new graduaes are

compleing programs wih he skills and abiliies o help sudens learn. Large-scale

naional rials o observaion insrumens are now aking place, including he Bill

and Melinda GaesFoundaion-unded Measures o Eecive eaching iniiaive.15

Persistence rates in teaching for all program graduates disclosed to the public

for up to five years postcompletion. Such disclosure will simulae progress in

addressing high eacher urnover raes by drawing atenion o he problem rom

eacher educaion programs, schools, disrics, and policymakers. While prepara-

ion programs are no solely responsible or urnover or or is soluion, many

programs don even know i heir graduaes end up in classrooms, much less how

long hey say in he proession. Incenives, rewards, and beter public inormaion

abou he problem will help o align producers and employers.

Feedback surveys from program graduates and from their employers. Surveyndings can sand on heir own as measures o program qualiy, bu eedback

rom new eachers and rom heir employers ell programs (and he public) in spe-

cic deail how well he graduaes eel hey were prepared or classroom eaching.


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Feedback survey daa add o he overall picure o program perormance i heyre

used along wih srong daa on pupil learning oucomes, classroom eaching skills,

and persisence raes.

A new system of teacher licensure testing, with the number of current tests cut by

more than 90 percent, and with every state adopting the same tests and the same

pass rate policies. While eacher esing by isel is no responsible or he ailure

o curren accounabiliy policies, credible and eecive accounabiliy is undercu

by he curren ess hemselves and how hey are used. Many o hem measure

eighh-grade knowledge levels, and passing scores are se low enough o guaranee

ha nearly every graduae passes: Niney-six percen o all es akers passed all

sae ess, according o a 2009 U.S. Deparmen o Educaion repor. Moreover,

saes have creaed a crazy quil o basic skills, conen knowledge, and proessional

knowledge assessmens ha add up o more han 1,100 dieren ess.16 Whas

needed insead are a small number o high-qualiy ess, deployed he same way in

every sae and using he same passing score as a measure o success.17

Reporting teacher education program effectiveness

Race o he op pus he emphasis on he rs Measuring Wha Maters indi-

caorrequiring saes o disclose program eeciveness resuls o he public.

Funded saes mus rea all preparaion programs equally, using specic deni-

ions o suden achievemen and suden academic growh o deermine boh

individual eacher eeciveness and overall preparaion program eeciveness. I

hese seps are implemened ully, he counry would see major improvemens in

he qualiy o sae oversigh or eacher educaion.

I is also noeworhy ha he 12 unded R saes mus deal wih he daa sysem

capaciy issues ha were raised in Measuring Wha Maters.18 By improving daa

sysem qualiy (covered in oher provisions o R requiremens), hese saes will

nally have he capaciy o employ addiional accounabiliy indicaors, including

he abiliy o calculae and repor eacher persisence raes by program and by year.

In addiion, hey will be able o suppor eedback surveys rom program graduaesand heir employers because (a) each sae will be able o link graduaes o pro-

grams; (b) i will be able o link eachers o he schools where hey each; and (c)

i will be able connec principals o schools and, by exension, o eachers in heir

school who are graduaes o specic preparaion programs.

Finally, hese daa sysem linkages will make i possible o repor classroom observa-

ion daa abou eachers in specic classrooms and schools back o heir programs. 19

Testing the value of current teacher tests

In he realm o eacher esing, he abili y o hese 12 unded R saes o gener-

ae inormaion abou eacher eeciveness will make possible sysemaic eors

o gauge he predicive validiy o eacher licensure ess and sae passing scores.

Tis can happen hrough he R provision ha requires making daa available

and accessible o researchers (see (C)(3)(iii)) o he Race o he op require-

mens. For he rs ime, we wi ll have he opporuniy o develop and p ilo eacher

ess direcly ied o pupil oucomes.

Tese are very posiive developmens in he ques or vigorous preparaion

program accounabiliy. We can ex pec progress on real accounabiliy or eachereducaion i he 12 saes do hree hings:

Make good on all o heir R proposal commimens ake he logical sep o using enhanced capaciy o replace oohless accoun-

abiliy sysems wih rigorous measures Asser heir auhoriy o impose serious consequences on weak and

ineecive programs

As he specic sae sraegies and aciviies are described in laer secions o he

paper, he reader will noe ha he 12 saes are a dieren sages o developmen

and implemenaion. Tis variaion oers some promising opporuniies or cross-

sae collaboraion and or echnical assisance over he nex ew years.


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Holding preparation

programs accountable

Te 12 successul R saes have adoped a variey o sraegies o hold programs

accounable or producing eecive eachers wih a wide range o acics and ime-

lines o implemen heir promised new policies. Measuring Wha Maters and

oher analyses o preparaion program accounabiliy have auled he saes or

ailing o impose consequences on eacher educaion programs in he ace o obvi-

ous weaknesses and ailures.20 I will be eviden rom descripions o his work ha

he 12 proposals vary considerably in how clearly heir sraegies are described,

raising some quesions abou jus wha a paricular sae has commited o do andwhen. A degree o uzziness also applies o some sae commimens o implemen

high accounabiliy sandards.

As we examine he R commimens and how hey will be

implemened, i i s bes o mainain a healhy skepicism unil we

see concree evidence o higher sandards, including he orced or

volunary closure o many eacher educaion programs.

State plans for preparation program accountability

under Race to the Top

Te 12 unded sae proposals were raed by ouside reviewers

on he basis o U.S. Deparmen o Educaion scoring crieria.

Proposals could earn up o 500 poins. Secreary Arne Duncan

chose he op-raed proposals or unding up o a max imum

amoun o money. As o his wriing, acual gran awards o he

saes have been announced. able 1 liss he 12 saes, heir

awards under R, and he number o reviewer poins receivedor he proposals.21

eacher qualiy and program accounabiliy provisions are ound under secion D-4

o he Race o he op program soliciaion. Saes could earn up o 14 poins or he

qualiy o heir commimens and acion plans.22 Addiional R selecion crieria

and poins are ied o key implemenaion, capaciy, and commimen acions ha

impinge direcly on he eacher preparaion porion o Race o he op. Tese are

woven ino he analysis laer in he paper. Saes were asked o ake specic seps by

adoping a deniion o eacher eeciveness, collecing linked suden-eacher daa

rom across he sae o measure he eeciveness o all eachers, ying his inorma-

ion back o preparaion programs, and disclosing hese resuls publicly. When ully

enaced, hese changes will bring ino sharp relie he inadequacy o oher exising

preparaion program accounabiliy mechanisms in he same sae. I is likely, or

example, ha some ully approved curren programs will ail he eecive eacher

es. I also seems cerain ha work on hese issues in he 12 R saes will gener-

ae srong pressures on he remaining saes and on he naional eacher educaion

accrediing groups o adop meaningul evidence-based accounabiliy sandards.

Student achievement as a p reparation program outcome

able 2 o his repor summarizes sae commimens made in he successul Race

o he op proposals.23 Every sae promised o use suden achievemen as an

oucome indicaor or eacher educaion programs. Tey all commited o publi c

disclosure o preparaion program eacher eeciveness ndings hrough a repor-

ing sysem or perormance resuls.

Saes have adoped dieren sraegies or implemening hese commimens,

wih some inconsisencies in he imeline by which suden achievemen daa

and eacher eeciveness measures will be li nked o preparaion programs and

repored o he public. Tese are summarized in able 3. Is worh noing here

ha saes have a lo o work ahead o hem o develop and implemen srong

evaluaion sysems ha use suden achievemen and classroom eaching peror-

mance o disinguish eecive rom ineecive eachers.

Only ve saes will use he eacher eeciveness o program graduaes as an

accounabiliy measure: Washingon, D.C., Massachusets, Maryland, New York,

and Rhode Island. Tese saes plan o link suden achievemen measures o heir

eachers, aggregae his inormaion o he preparaion program level, publicly

repor he resuls, and use he resuls o hold programs accounable. Te oherseven unded saes will sop a public reporing.

Among he later group, Norh Carolina will calculae and publicly repor eacher

eeciveness daa only or public universiies, making no commimens abou his

or he nonpublic eacher educaion providers operaing in ha sae.24 Proposals

le 1

e 12 states funded under Race to the Top

ximum grant awards and reviewer scores or

winners

te Gr an t Aw ar ds Re vi ew er s cor e

tr ic t o Columbia $74,998,962 450.0

aware $119, 122, 128 438.4

ida $700,000,000 452.4

rgia $399,952,650 446.4

waii $74,934,761 462.2

sa ch us et ts $ 25 0, 00 0, 00 0 4 71 .0

yland $249,999,182 450.0

th C ar ol in a $ 39 9, 46 5, 76 9 4 41 .6

w York $696,646,000 464.8

o $400,000,000 440.8

de Island $75,000,000 451. 2

nessee $500,741,220 443. 4


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rom Hawaii and Rhode Island are conusing in erms o when he program eec-

iveness daa will be made public, while Ohio and ennessee are vague abou wha

he eeciveness measures will be and how hey will be used.

Despie inconsisencies and shorcomings in sae responses hus ar, he R

requiremen (and sae commimen) or public disclosure will have an obvious

impac in erms o public visibiliy hrough media coverage (see he Los Angeles

Times aricle on Augus 14, 2010, or an example25) and in policy circlesespe-

cially i he publicly repored resuls o his work are undersandable o nonspe-

cialized audiences. Program-specic eacher eeciveness repors will enable

hiring auhoriies in disrics and schools o arge eacher recruimen eors

o he sronges programs, hereby orcing ohers o change or close down. Tis

means ha inormaion rom hese repors will make more v isible and easier o

nd wha many disric human resources oces know and ell each oher already:

Wed never hire he graduaes o program X.

Making poor resuls widely known hrough public reporing o program eecive-

ness is an implici way o generaing pressure or program change hrough shame

or embarrassmen. Tis was cerainly one o he driving orces behind adopion

o he ederal ile II repor card auhorized in he 1998 Higher EducaionAmendmens, or HEA, legislaion. Te lesson o ile II reporing o dae, how-

ever, is ha many universiy-based eacher educaion programs appear immune o

he noion o proessional shame. Te ile II sory suggess ha public reporing

by isel wil l be inadequae as a lever or inducing signican change.26

Other preparation program outcomes to be reported by the RTT states

Several saes go beyond he minimum requiremen o ying suden achievemen

o eachers and o eacher educaion programs. Tese seps oer a broader se o

useul perormance accounabiliy measures o he publicand o he programs

hemselves. Sae eors include inormaion abou he persisence in eaching o

program graduaes, employer eedback surveys, job placemen raes, and schools

where program graduaes each and remain in he proession.

Persistence in teaching

able 2 shows ha 5 o he 12 unded saes include eacher persisence as a

publicly repored measure or all eacher educaion programs in he sae. Tese

ve saesFlorida, Georgia, Massachusets, New York, and ennesseeare

responding o a major challenge aced by schools across he counry using disclo-sure o draw programmaic and public atenion o he impac on suden learning

o eacher urnover. Only wo o hese ve saes, Massachusets and New York,

include eacher reenion raes as program accounabiliy measure.

Te oher 10 should wach Massachusets and New York o see wheher hold-

ing programs accounable or persisence raes helps o reduce eacher urnover.

Similarly, saes ha were no unded by Race o he op ough o wach he

eecs o boh disclosure and accounabiliy or eacher persisence in order o

help schools cope wih urnover. Sae and ederal policy could also give greaer

atenion o he issue o persisence raes or eecive eachers, reporing hese

resuls or schools, disrics, and preparaion programs.

Job placement and teacher employment rates

eacher job placemen by graduaes o all in-sae preparaion programs will be

disclosed publicly by Florida, Massachusets, New York, Ohio, Rhode Island, and

ennessee. Tese six saes address eacher job placemen as a program oucome

in dieren ways. Florida, or example, w ill rack and repor employmen inhigh-need schools, a sraegy also ollowed by New York and Ohio (hard-o-

sa schools). Rhode Island will repor by program he number o graduaes

employed in any school in he sae, bu will disaggregae his inormaion by

he povery and minoriy enrollmen saus o schools. New York will calculae

le 2

RTT states promised to use student achievement as an indicator for teacher preparation programs

e commitments on teacher preparation program accountability in Race to the Top proposals

te p re pa ra ti on p ro gr am a cc ou nt ab il it y c om mi tm en ts D. C. D E F L G A H I M A MD N C N Y O H R I T N

come-based perormance indicators

udent achievement Y Y Y Y Y Y Y Y Y Y Y Y

ersistence in teaching Y Y Y Y Y

oduction o teachers (high-need elds) Y Y

b placement o graduates in high-need schools Y Y Y Y Y Y

se certication examinations Y Y Y

ancement to higher licensure levels Y Y Y Y

ed to teacher efectiveness/student achievement Y Y

anding alternative certication programs Y Y Y Y Y Y Y Y

mpetitive grant incentives or innovative programs Y Y Y Y Y Y Y

unds c ommitt ed or innovat ive pro gr am grant s $5 M $150,000 $5 M $5 M $21.8 M $2.2 M


11/25


and repor he proporion o program graduaes employed in shorage subjec

areas (no dened in he New York proposal), and Florida adds a ocus on he

producion (bu no necessarily he employmen) o eachers in science, mah-

emaics, and oher echnical (i.e., SEM) elds. Finally, is worh noing ha

only Massachusets, New York, and Rhode Island commi o using employmen

oucomes as accounabiliy measures.

Advanced certification and licensure

Many saes now have wo- or hree-iered licensure sysems. A ew o hem require

eachers o pass anoher es afer a ew years in he classroom in order o advance

o ull or maser eacher saus in he licensure and cericaion sysem. Ohers

require eachers o obain a masers degree wihin wo or hree years o iniial

licensure o ge ull cericaion a he higher level. Wih growing evidence o a

weak relaionship beween having a masers degree and being an eecive eacher,our o he unded saesGeorgia, New York, Ohio, and Rhode Islandwill use

improved daa collecion sysems o repor he percenage o eachers rom each

preparaion program moving rom iniial o advanced cericaion.

Georgia will repor he rae a which program graduaes advance o he Career

eacher level in is sysem, bu eacher eeciveness is no required o atain

Georgias higher level o licensure. Ohio commis he sae o repor he percen

o program graduaes who move rom residency (iniial saus) o a proessional

eaching license in he sae.

New Yorks proposal says ha he Sae Board o Regens wil l adop a policy ha

prohibis eachers who are no raed as eecive in he classroom rom obaining

proessional cericaion and coninuing o each. New York will develop and

implemen a new proessional cericaion process or eachers by 2013 o ensure

ha eacher applicans who have no raised suden achievemen over muliple

years will no be able o receive proessional cericaion and coninue eaching

in New York.

Rhode Island goes one sep beyond his linkage o advanced licensure and sudenachievemen. Te sae will require ev idence o eacher eeciveness27 wihin

hree years o enering he sae eaching orce in order or indiv idual eachers o

advance o ull proessional cericaion. As an accounabiliy indicaor, Rhode

Island will use he rae a which program graduaes earn his level o cericaion.

wo o he 12 saes hus link eacher eeciveness o advanced licensure, and one

o hese wo uses his or program accounabiliy.

Other program indicators

Besides eacher eeciveness, persisence, and employmen, several o he unded

R saes include addiional indicaors in heir proposed designs. For insance,

Ohio is he only sae ha will survey he employers o eachers and link ndings

back o he programs ha produced hem. Tis is one o he ve accounabiliy

indicaors Measuring Wha Maters recommends o all saes. Florida will repor

o he public on he preparaion programs ha suppor heir graduaes hrough

eacher inducion programs.

And nally, Ohio proposes o develop a perormance-based nance sysemor eacher preparaion programs a public colleges and universiies. Te Ohio

sraegy, when implemened, links subsidizaion o public colleges o educaion

o perormance merics. A ew o he merics are described in general erms

bu here is no much deail abou he overall design o he perormance unding

sysem. Noneheless, Ohios goal is o reallocae sae resources o avor hose

insiuions ha demonsrae high qualiy and diminish unding or hose pro-

grams ha are no producing resuls.

I ully implemened, his innovaive approach ying perormance measures and sae

scal suppor would add a poen ool o sae accounabiliy or eacher preparaion.

Revised teacher certification examinations

Several R saes propose changes in heir eacher cericaion examinaions in

addiion o public disclosure o program-specic eacher eeciveness resuls and

oher indicaors ied o each o he in-sae preparaion programs. Measuring

Wha Maters recommends a whole new sysem o eacher licensure ess, signi-

can reducions o he number o ess used by each sae, adopion o he sameess in all saes, and he use o he same passing rae policies in every sae. While

no R sae goes his ar, hree o hemNew York, Georgia, and Floridaplan

o revamp pieces o heir curren esing eors.


12/25


Florida promises o develop more rigorous cericaion exams in reading, mah-

emaics, and science, aiming or more rigorous conen in he ess hemselves

and higher passing scores o obain cericaion. Since Florida programs repored

an overall eacher es pass rae o 99.7 percen, revised cericaion ex ams ough

o have much more sringen per ormance sandards beore graduaes ge he

green ligh or a license o each.28

Georgia will modiy is curren esing sysem o add a daa prociency es

ha assesses eacher candidae skills in analysis, inerpreaion, and use o daa

or insrucion. New York proposes a redesigned sysem o eacher esing ha

revolves around perormance based assessmen and more rigorous Conen

Specialy ess, wih perormance assessmens incorporaed ino a porolio

o ariacs demonsraing candidaes eaching skills and knowledge. Alhough

knowledge and skills ha would be capured hrough he porolio are lised, here

are ew oher design and implemenaion deails. Porolios are already in wide use

by eacher educaion programs across he counryand in some saes as well.Currenly, here is some evidence o rigor or predicive validiy in his approach

o assessing he imporan knowledge and skills o prospecive eachers. Bu more

work is needed.29

Tese cericaion es changes are small seps in he righ direcion. Georgias

ocus on he daa analysis skills o eachers will cerainly bring some preparaion

program conen closer o he needs o schools and pracicing eachers. I remains

o be seen wha Florida and New York mean by rigor in cericaion exam con-

en and wheher hey will ollow hrough on seting passing scores ha peg he

deniion o success higher han he botom o he es score disribuion.

Teacher performance assessments

Six o he 12 saes (Massachusets, Maryland, Norh Carolina, New York, Ohio,

and ennessee) are members o he eacher Perormance Assessmen, or PA,

Consorium.30 Tis iniiaive o hree organizaions (he American Associaion or

Colleges o eacher Educaion, he Council o Chie Sae School Ocers, and

Sanord Universiy) has parners rom 19 sae educaion agencies and abou 70eacher preparaion programs. Trough a hree-year pilo now in he design sage,

is goal is o suppor he connecion beween eacher perormance and suden

oucomes wih valid and reliable daa ha can also be used o guide pre-service

and in-service raining.

Anicipaed oucomes rom he PA are relevan o he eacher preparaion

componens o Race o he op because his iniiaive has commited isel o

develop a reliable and valid assessmen, and inormaion ha saes can use o

inorm eacher qualiy iniiaives, issue iniial eacher licenses, and make accredi-

aion decisions. PA aims o develop a muli sae empirical approach o eacher

qualiy assessmen.31

O he six R saes already paricipaing in he PA consorium, only he New

York and Ohio proposals make any menion o his work. In he case o New York,

is porolio-based perormance assessmen is consisen wih elemens o he PA,

bu he PA projec isel is no menioned. Ohios proposal briey describes is

work wih he PA group. Te sae is considering using he percenage o program

graduaes who pass he PA as a public disclosure indicaor bu shows no sign o

using his or any oher measure or program accounabiliy or he 51 preparaion

programs in he sae. Te oher saes say nohing abou he eacher perormance

assessmen eor, bu Hawaiino a member o he consoriumdoes repor hais sae proessional sandards board plans o join he group.

Te PA has poenial o add o he knowledge base abou eecive eacher

pracices. I consorium saes se high sandards and use resuls o close weak

programs, he eor will conribue value o Rs eacher qualiy goals.


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Pubc dscsue and pgam accunaby| www.ameCene Amecan Pgess |race e tp and teace Pepaan

Public disclosure and program

accountability

A key heme o Race o he ops selecion crieria is access o and use o inorma-

ion abou educaion oucomes or key sakeholders in he saes. Proposals earned

up o 47 poins or Daa Sysems o Suppor Insrucion (almos 10 percen o

all possible poins). Making eecive use o inormaion is cenral o he proposal

requiremens under Grea eachers and Grea Leaders, or which sae proposals

could earn up o 138 addiional poins. Disclosure and reporing, access o daa

rom insrucional reporing sysems, and he use o daa o inorm decisions a

various levels o he educaion sysem (school, disric, sae) are ied o numerousaciviies or which he successul saes described heir sraegies and goals.

Given is imporance in Race o he op, his secion o he paper discusses he

public disclosure commimens made by he 12 unded saes, making a disinc-

ion beween disclosure reporing and using resuls or accounabiliy purposes.

Te ac is ha mos o he unded saes sop shor o holding eacher educaion

programs accounable on he basis o oucomes inormaion, even hough Race

o he op unds are being used o develop or enhance he reporing sysems ha

would enable he saes o do jus ha.

Public disclosure of preparation program effectiveness

In eacher preparaion, R expecs each sae o publicly repor daa on he

eeciveness o graduaes rom each in-sae preparaion program. able 3 shows

ha all 12 saes made commimens o develop or improve reporing sysems or

public disclosure o hese resuls. Te year in which hese sysems will be acces-

sible o he general public (which also means policymakers, educaors, and he

media) varies considerably. Wihin wo years, seven o he saes promise o make

program eeciveness inormaion public. We will have o wai our years or

Washingon, D.C., Massachusets, and Ohio, and ve years or Hawaii, beore he

public knows how in-sae preparaion programs are doing.

And while saes will repor on eacher eeciveness by program, here is ambiguiy

as o when he repors will acually be made public. Hawaii is unable o provide

suden growh daa unil SY [school year] 2015-16. Norh Carolina will calculae

and repor eacher eeciveness scores only or he graduaes o public universiies,leaving ou eachers prepared a he saes 33 independen colleges and universiies

wih sae-approved eacher educaion programs.32 Georgia will repor eeciveness

daa or only 30 percen o in-sae programs by [he hird year o R], a disclo-

sure arge ha one proposal reviewer called quie low and unambiious.

Even o mee hese disclosure arges, sae daa sysems will have o be upgraded

in mos saes, and hey will have o setle on and es drive a mehodology or

measuring suden achievemen gains and connecing hem o individual each-

ers. eachers union suppor or opposiion will play a role in meeing or miss-

ing implemenaion arges in New York, Florida, Rhode Island, and possibly

oher saes as well. Te saes propose o make signican expendiure o ederal

and sae unds oward hese goals, and many o hem are leveraging addiional

resources rom he ederal Sae Longiudinal Daa Sysem, or SLDS, program.33

Ye anoher challenge is he i ssue o how disclosure inormaion will be used.

Hawaii says ha is program eeciveness ndings will encourage programs

shown o be ineecive o make needed improvemen or be closed. Bu here

are no arge daes or hese aciviies. Ohio promises o use ndings o engage

in coninuous dialogue wih preparaion programs, bu here is no indicaionhow or when alk migh urn o acion agains weak programs (Ohio has never

idenied a program as low-perorming since he 1998 HEA rules were esab-

lished). ennessee, one o he rs-round R saes, plans o inorm program

adjusmens by combining is eacher eeciveness daa wih oher inormaion

le 3

st RTT states stop short of making programs use program results for accountability

blic disclosure and accountability or preparation program perormance

blic disclosure and accountability for preparation

gram performanceD.C. DE FL GA HI MA MD NC NY OH RI TN

orting system or perormance results Y Y Y Y Y Y Y Y Y Y Y Y

r r epor ting s ys te m acc es sible t o t he public 2014 2012 2013 2012 2014 2013 2013 2011 2012 2014 2012 2010

orting and using results or accountability Y Y Y Y Y

r accountability measures in orce 2016 2013 2014 2012 2012


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Pubc dscsue and pgam accunaby| www.ameCene Amecan Pgess |race e tp and teace Pepaan

already shown o be a weak measure o program qualiy (Praxis es pass raes,

or example). For he very weakes programs in he sae, ennessees sae board

o educaion may consider this in program renewal decisions. 34 Te sae hasn

named a low-perorming program since 2002.

Te responses rom Hawaii, Norh Carolina, ennessee, Ohio, and Georgia don

sound like ull accounabiliy. Te R commimens are small seps in he righ

direcion, bu much more is needed.

Using effectiveness data for program accountability

A ew o he unded saes make clear commimens o use evidence o eacher

eeciveness or program accounabiliy. Tey also propose seps o close weak

programs unable or unwilling o improve hemselves. Tis i s a welcome develop-

men in sae accounabiliy or eacher educaion.

Maryland commis o use perormance daa o improve programs and close

hose wih consisenly poor rack records. Te saes perormance daa wi ll

include eacher eeciveness calculaions or all program graduaes. Tese acions

would be a major advance or a sae now wedded o he Naional Council or

Accrediaion o eacher Educaions, or NCAEs, largely inpu-driven program

qualiy sandards.

Massachusets will use ndings on eacher eeciveness rom is suden achieve-

men model o close ineecive programs afer seeking heir improvemen

hrough echnical assisance. Rhode Island akes a similar approach, oering clear

and direc language abou using eeciveness daa o expand srong programs and

close he weak ones ha do no improve. As noed earlier, Rhode Island also plans

o ie licensure advancemen or program graduaes o heir eeciveness in he

classroom, and use he raes o advancemen as a measure o program qualiy.35

Mirroring Maryland, Rhode Island, and Massachusets, he New York sraegy is a

direc link beween eacher eeciveness and preparaion program oversigh. New

Yorks proposal includes clear language on closing ineecive programs by setingminimum sandards or he percenage o eecive eachers who complee each

program and closing hose whose graduaes all shor o his sandard. New York

does no dene is minimum perormance hreshold or eacher eeciveness, bu

is curren oversigh sysem requires 80 percen o program graduaes o pass sae

licensure exams.36

Finally, in his group o saes wih real accounabiliy measures, he Disric o

Columbia pledges ha any program where more han 25 percen o he graduaes

are ound o be ineecive may have heir program approval subjec o revocaion

by he sae. Te language is direc and clear, bu he implemenaion dae o 2016

is arher ino he uure han any oher saes accounabiliy sysem.

Te eors o hese vehe Disric o Columbia, Massachusets, Maryland,

New York, and Rhode Islandare cerainly signican enhancemens o odays

largely ineecive sae accounabiliy policies. Bu hey bear close scruiny

because saes have no hisory o real accounabiliy when i comes o he prepa-

raion o eachers. Only seven o he 12 R saes have ever idenied a eacher

educaion program as low-perorming, according o he secreary o educaions

annual repor o Congress.37 wo o hese sevenMaryland and New York

commi o real accounabiliy in heir Race o he op plans, suggesing ha we

can have some condence in pledges rom hese saes.38


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Expandng successu eace pepaan and cedenang pgams| www.ameCene Amecan Pgess |race e tp and teace Pepaan

Expanding successful teacher

preparation and credentialing

programs

By linking suden achievemen gains o several educaional reorm sraegies,

Race o he op is a good example o sysemic hinking in policy developmen and

implemenaion. Te sysemic connecions have several key componens in Race

o he op, and hese are also l ikely o help saes ha implemen each piece suc-

cessully o build sysemic policies and pracices ha will oser change well pas

he gran-unding period.

Te rs sysemic sep exi ss because R denes eecive eachers in erms osuden achievemen gains. Te program hen asks saes o use enhanced sae

daa sysems o ideniy heir eecive eachers. In eec, hereore, he raionale

or having srong sae daa sysems i s o oser posiive suden learning oucomes.

Nex, R unds he saes o pool suden achievemen oucomes rom indi-

vidual eachers in a way ha suppors public reporing abou in-sae preparaion

programs. Trough his acion, sae daa sysems and he calculaion o suden

perormance become leveraging agens or preparaion program improvemen.

Finally, each piece o his sysemic sraegy is brough ogeher in a human capial

developmen policy. Race o he op aims o capialize on eacher eeciveness

idenicaion and reporing sraegies by expanding hose programs wih a rack

record o producing eecive eachers.

Mos o he 12 unded saes proposed ways o build or grow programs and

credenialing opions o deepen he pool o eecive eachers in heir sae. Te

patern o sae responses o his componen o R is summarized in able 2.

Eigh saes made commimens o use eacher eeciveness ndings o develop

or expand preparaion pahways. Several o hese saes will allocae unds asincenive grans o simulae his work. Four saesGeorgia, Hawaii, Maryland,

and ennesseedid no signal clear inenions o use eeciveness daa or hese

purposes.39 Tis assessmen o he R proposals is based on he auhors analysis

and on reviewer commens by hose engaged o judge and rae he proposals.

Massachusets is a recipien o R unds wih plans o use compeiive grans o

expand programs idenied as eecive based on suden oucomes, building on

a pilo ha already exiss in he sae. A oal o $5 mil lion in Massachusets gran

unds is allocaed o compeiive grans, bu he sae provided ew specic deails

on how i will achieve his goal.

Norh Carolina also repors ha i will spend $5 million o expand is curren

each or America, or FA, eors and o build a sae eacher Corps rom he

FA model. I is no clear rom he saes gran proposal, however, how eacher and

program eeciveness ndings will be used o guide developmen o his iniiaive.40

In New York, program eeciveness daa will be employed o develop wo clin-

ically-rich models o eacher preparaion, one or undergraduaes and anoher

graduae-level pahway. Mos New York design eaures are similar o he emerg-

ing residency approach o eacher preparaion, bu i i s no clear how he sae

will use is program eeciveness repors o selec providers or hese new pah-ways. (A recen repor rom he NCAE recommended ha eacher educaion

programs be ully grounded in clinical pracice and promised o revise program

accrediaion sandards o reec his recommendaion.41)

Ohio, as oulined in is proposal, plans o allocae $1.2 million o argeed pro-

grams whose graduaes eecively impac achievemen in K-12 setings. Tis

expansion will ocus on demonsraed areas o need (science and mahemaics

eaching elds, in paricular).

For Rhode Island, expansion eors o promoe growh in eecive pahways

o he classroom will rely on each or America and he New eacher Projec,

because hey have rack records in oher saes o producing eachers who

achieve srong academic oucomes. I does no appear ha he sae is ye in a

posiion o base hese eors on is own program eeciveness raings.

Te Disric o Columbia inends o develop eacher pipeline models spon-

sored by K-12 charer schools or charer neworks. Like a ew oher saes,

Washingon, D.C., will use compeiive grans awarded in 2011 and 2012 o push

his sraegy orward.

In Delaware, one o he wo rs-round R saes, he ocus will be on allocaing

a small pool o gran unds o expand preparaion programs wih a proven rack

record o eeciveness. Florida pins is expansion sraegy o agship programs,


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Delivering on state promises:

Capacity and commitment

hrough compeiive grans supporing residency programs or job-embedded

eacher preparaion. Whaever his phrase may mean, he linkage beween program

expansion and eacher eeciveness ndings is no discussed in Floridas proposal.

Perhaps he bes way o sum up sae plans o bui ld or expand qualiy eacher

preparaion pahways is ha he R projecs are a mixed bag ranging rom saes

wih no plan o ohers wih clear inenions bu ew operaional deails. I is sri k-

ing ha Washingon, D.C., will use charer schools as incubaors o preparaion

programs, and ha so many saes cie ineres in eacher residency programs.

Cerainly i deployed wisely, compeiive gran unds can simulae innovaion in a

eld badly in need o radical reorm. A he same ime, he vagueness o sae plans

or program expansion suggess he need or argeed exper echnical assisance

o help saes ranslae good inenions ino solid pracices.

Te capaciy and commimen o saes o implemen Race o he op was par o

he proposal review and selecion process. Specic review crieria awarded poins

or a saes capaciy o implemen is proposed plans, and or using he scal,

poliical and human capial resources o he sae o coninue, afer he period

o unding has ended, hose reorms unded under he gran or which here i s

evidence o success.42

Oher selecion crieria relevan o capaciy and commimen were cenral o heproposal review process: he srengh o sae daa sysems; inrasrucure creaed

or improved o suppor R work; use o preparaion program oucomes relevan

o he real world o K-12 schools and sudens; and eacher ess wih conen and

pass rae sandards sucien o ensure producion o eecive eachers. Tese

enablers o sae capaciy will deermine he success hese 12 saes have in puting

heir ideas and policy iniiaives ino pracice.43

Capacity to achieve success: Data systems, state standards, and

K-12 assessments

For he 12 unded R saes, capaciy sars wih daa sysems ha are criically

imporan o:

Measure suden gains and associae suden achievemen wih specic eachers Link eachers o heir eacher preparaion programs Implemen comprehensive and ransparen public reporing abou eacher eec-

iveness, K-12 school resuls, and preparaion program eeciveness

Use program perormance indicaors such as suden achievemen, persisencein eaching, job placemen, and producion o eachers or high-need elds as

program accounabiliy measures


17/25


o assess sae capaciy in daa sysems, program reviewers looked a wheher

he saes longiudinal daa sysem currenly has he 12 elemens dened in he

America COMPEES Ac.44 Mos o he unded saes do no have all 12 daa sys-

em elemens, a ac noed by reviewers as hey examined he sae proposals (see

able 4 or a summary o curren sae saus on hese daa sysem componens).

As anoher check on sae capaciy o implemen he preparaion program and

accounabiliy reorms, able 4 shows how he saes are raed (via sel-repor

surveys) by he Daa Qualiy Campaign, or DQC, on 10 longiudinal daa sysem

componens deemed essenial o measure suden achievemen, deermine

eacher eeciveness, and provide accounabiliy repors o schools and o he

public. According o he Daa Qualiy Campaign, our saes have all 10 ele-

mensDelaware, Florida, Georgia, and ennessee. Several saes are close, wih

eigh or nine o hese key componens (Hawaii, Massachusets, Norh Carolina,

and Ohio). Washingon, D.C., appears o have he weakes curren daa sysem. 45

Clearly i will be some ime be ore mos o he R saes can measure eacher

eeciveness or all in-sae eachers, relae hese ndings back o heir eachereducaion programs, and make ull public disclosure o he inormaion. For he

ew saes ha plan o use eacher eeciveness daa or program accounabiliy,

implemenaion is also some years away (see able 3).

How he sae operaes and makes use o is daa sysem is anoher capaciy

quesion relevan o success o he R goals. Here, oo, inormaion rom sae

surveys conduced by he DQC is helpul. Saes repored how hey were doing

in 2009-10 implemening wha he DQC calls essenial sae acions ha saes

should ake o change how daa are used o inorm policies and pracices aimed

o improve sysem and suden perormance.46 According o he ndings sum-

marized in able 4, he unded R saes have work o do: Washingon, D.C.,

has aken none o hese essenial seps, while Floridaa ve acions already in

placeis he sae showing he mos progress. Given he Race o he op goals

o accounabiliy, educaion reorm, and public disclosure, i i s worrisome ha no

unded sae currenly has sysems ha provide imely access o inormaion or

all sakeholders. Only Maryland has addressed he need o develop ways o raising

public awareness o he K-12 daa ha become available.

So wha do hese ndings mean? A he ver y leas, he curren saus o sae daa

sysems and policies or heir use show ha Race o he op invesmens in heseareas are badly needed. Te unded saes should be able o make progress by

eecive use o ederal unds coupled wih major changes o sae policies and

pracices. On he oher hand, ull implemenaion o he daa sysem capaciy

measures is no jus abou echnical issues. o be successul, eleced ocials, sae

bureaucracies, schools, and universiies mus be on he same page abou he goals

and oucomes ha drive K-12 educaion in he sae. Tey mus be commited o

resuls-driven educaion reorm. Tis may ake undamenal changes in belies

ha have guided he educaion communiy or many decades. As a resul, ull

implemenaion o R is likely o be a ough slog or hese saes, even where

public disclosure imelines are several years down he road.

Common standards and high-quality K-12 assessments

Unquesionably, more sophisicaed assessmens o K-12 suden learning will

srenghen preparaion program oversigh by providing broader and deeper mea-

sures o pupil achievemen ha can be linked back o eaching skills and program

qualiy. Tis makes he qualiy o sae K-12 suden assessmens a capaciy issue

or successul implemenaion, paricularly o he exen o which curren sudenesing is aligned wih sandards, curriculum, and eaching pracices.

Race o he op viewed hese issues as imporan enablers o undamenal

change as shown by poins ha could be earned by he sae proposals: 40 poins

or adopion o he Common Core Sae Sandards; 10 poins or common

le 4

ook at each states data capabilities

e capacity and commitment to implement rigorous preparation program accountability as measured by the Dataality Campaign

D.C. DE FL GA HI MA MD NC NY OH RI TN

erica Competes SLDS elementsall 12 Y Y Y Y Y

a Quality Campaign10 key elements 4 10 10 10 8 8 7 8 6 9 7 10

a Quality Campaignessential state actions 0 4 5 3 2 2 1 3 3 3 1 1

nk data systems Y Y

reate stable, sustained support Y

evelop governance structures Y Y Y Y Y Y

uild state data depositories Y Y Y Y Y Y Y Y Y

ystems to provide timely access to inormation

reate reports using individual student data Y Y

reate reports using longitudinal statistics Y Y Y Y Y Y

rategies to raise awareness o available data Y

pted common core standards Y Y Y Y Y Y Y Y Y Y Y Y

ner in multistate assessment consortium Y 2 Y 2 Y Y Y Y Y 2 Y Y


18/25


high-qualiy assessmens; and 20 reviewer poins or acions ha suppor he

ransiion o high-qualiy sandards and assessmens. Tus 70 ou o 500 reviewer

poins could be earned or hese componens o sae capaciy o eec deep

changes in K-12 educaion.

As able 4 indicaes, all 12 unded saes have adoped he Common Core Sae

Sandards. Every sae parners wih one or boh o he mulisae assessmen

consoria ha recenly received large grans rom he ederal Deparmen o

Educaion.47 Delaware, Georgia, and Ohio are paricipans in both o he unded

assessmen iniiaives. Florida is he lead sae in one o he iniiaives.

Boh he Common Core Sae Sandards and he mulisae assessmen eor

will improve he q ualiy and relevance o preparaion program accounabiliy by

promoing beter alignmen and generaing a richer se o K-12 assessmen insru-

mens o measure suden achievemen and eacher eeciveness.

As one reviewer

poined ou, however, he Common Core Sae Sandards are currenly only ormahemaics and language ars, meaning ha abou wo-hirds o eachers are

eaching in unesed grades or subjec areas. Sill, sae involvemen in boh ses o

aciviies is a very posiive sign o capaciy o mee he goals o R ace o he op.

State commitment to successful implementation

Saes engagemen wih he Common Core Sae Sandards and paricipaion in

he mulisae assessmen consoria add signicanly o capaciy. Bu he curren

saus o sae daa sysems and relaed policies are problems or all 12 saes. Is

also imporan o assess sae commimen o holding programs accounable or

eecive preparaion, especially in ligh o he disappoining record o every sae

when i comes o seting high sandards or eacher educaion programs and reluc-

ance o close hose programs wih poor perormance. Race o he op did no

require he saes o use eacher eeciveness measures or program accounabiliy,

bu ve saes ook he pledge anyway.

Assessing sae commimen o meaningul change boh during and afer he R

unding period is, o course, a judgmen call. Tis paper has cied examples wheresignican changes are promised and appear likely o be implemened by one or

more saes. Tis includes major and ar-reaching policy changes, signicanly

sronger accounabiliy sysems or eacher educaion, innovaive plans o expand

preparaion pahways, and eors o link hese seps o high-qualiy K-12 san-

dards and suden assessmens.

Te language in some proposals is airly vague abou wha will acually happen.

For ohers, sae acions all shor. Norh Carolina appears o exemp privae col-

leges and universiies rom meaningul oversigh, while Georgia plans o repor on

program eeciveness or only 30 percen o in-sae programs by he hird year o

R. Several saes ha pledged o public disclosure oer only vague language on

wha heyll do wih his inormaion (may consider he ndings, hold coninu-

ous dialogue, and encourage programs o improve).

I is also clear rom any reading o he unded proposals ha public disclosure

imelines are many years down he road or some saes. Te hisory o ambiious

and complex projecs suggess ha even hese imelines are likely o slippossibly

pas he end o he R unding period and perhaps beyond he enure in oce ogovernors and chie sae school ocers who back he commimens. All his bears

waching by hose who believe in and suppor he goals o Race o he op. Te

challenges ha saes will encouner, i aced honesly as his paper ries o do, cre-

ae opporuniies o assis saes in meeing heir arge goals and oucomes.

Te upsho o any analysis o sae commimen o real changes hrough R is

ha some saes are clearly more invesed han ohers. And wihin any individual

saes plan o acion, some proposed acion seps are clearer and more ocused

han ohers.

o make his poin, we have included a brie review o several sae proposals. In

he ollowing secion, hree sae plans or eacher preparaion program accoun-

abiliy are proled. Te hree saes represen dieren approaches and exempliy

he range o responses o Rrom airly weak in Norh Carolina o quie srong

(poenially) in Rhode Island, wih Ohio in he caegory o having an innovaive

and unique sraegy (perormance unding).


19/25


io

erviewOhios approach to Race to the Top is built on compre-

sive recent legislation intended to be a systemic approach to edu-

on and higher education reorm. Among other things, the state

l strengthen strategic initiatives that address graduation rates,

ievement gaps and persistently struggling schools (see http://

url.com/27khsxr). This work includes data system inrastructure

rovements, programs to strengthen K-12 leadership, develop-

a stronger supply o high-quality teachers, changing teacher

nsure, developing a new K-12 assessment system that includes

-o-course exams, and creating a system o indicators to monitor

ormance and bolster accountability.

te commitmentsOhio will do the ollowing to strengthen

cher quality and preparation program accountability:

easure and report teacher efectiveness inormation or all in-state

eparation programs

alculate and disclose program graduates job placement rates in

gh-need schools

eport on the percentage o program graduates who make the

ansition rom initial licensure (which will be called residency) to a

ll proessional teaching license

ake this inormation available to the public by 2014

xpand efective alternative certication programs and allocate $2.2

illion in grants or innovative programs

eresting innovationOhios Race to the Top initiative includes

eloping a perormance unding policy or teacher preparation

grams at public colleges and universities. While the new policies

not yet in place, the Ohio Board o Regents intends to direct ad-

onal resources to efective programs and reduce scal support or

ak preparation programs.

What to watch forThe Ohio plan or teacher quality and account-

ability under Race to the Top appears to stop at public disclosure.

There are no plans right now to use teacher efectiveness ndings as

an accountability measure or in-state preparation programs. More

detailsand perhaps more reormsare needed beore we know or

sure that program accountability will move away rom process indica-

tors like NCATE and state program review and toward real measures

o program outcomes.

Rhode Island

OverviewRhode Island makes very strong commitments or

preparation program improvement and or meaningul accountabili-

ty. The state proposal says that Rhode Island will tie data rom teacher

and principal evaluations as well as impact on student growth and

academic achievement to its preparation programs. The state plans

an annual report c ard in a consumer-riendly ormat that ofers the

public an objective picture o all program graduates. Currently Rhode

Island has eforts underway to involve charter school organizations in

developing principal and teacher preparation programs.

State commitmentsRhode Island will:

Use student achievement and job placement in high-need schools

or public disclosure o preparation program accountability

Require teacher efectiveness as a condition o advancement to

higher teacher licensure levels

Publicly disclose preparation program results by 2012 and use these

indicators or program accountability by 2012

Draw on experiences o other states with Teach or America and

the New Teacher Project to develop new alternative pathways to

teaching

ce to the Top state profiles

Interesting innovationThe states Race to the Top agenda

includes a commitment to link advanced teacher licensure to teacher

efectiveness in the rst three years o teaching. Rhode Island will tie

the rates at which program graduates attain advanced licensure back

to the program as an accountability indicator.

What to watch forJudging rom the proposal itsel and reports

rom the Data Quality Campaign (see Table 4), the states data system

needs signicant work beore teacher efectiveness calculations can

be done routinely. Even though the state has committed to disclosure

and accountability by 2012 using teacher efectiveness ndings, it is

just now designing a state-level value-added system. The RTT pro-

posal itsel suggests that student achievement metrics will become

available only in 2013-14.

North Carolina

OverviewWith a long history o state commitment to K-12

education reorm under governors o both parties, North Carolina

has inrastructure and rich data resources or determining whether

teachers and their preparation programs are efective. A recent study

o public university teacher education programs by the University o

North Carolina system ound mixed results by grade level and subject

area when university programs were compared on teacher efective-

ness measures with graduates rom other providers. This study has

received wide publicity in the state, and it was cited in the RTT pro-

posal. The state projects it will need about 13,000 new teachers per

year over the next ew years but in-state programs currently produce

only about 5,000 new graduates per year.

State commitmentsNorth Carolina proposes to:

Hold public universities accountable or preparation program qual-

ity through public disclosure o student achiev

efectiveness ndings

Expand alternative teacher preparation progra

additional resources to Teach or America and

Teacher Corps

Allocate $5 million in grant unds to develop o

preparation programs

Interesting innovationThe states Race to t

doesnt contain any particularly innovative prop

teacher quality or strengthen program efective

data resources, the state is not planning any ste

gram outcomes to hold teacher preparation pro

What to watch forNorth Carolinas RTT stra

current plans to hold independent providers (pr

other than those at the state universities) accou

o their graduates, and the state limits use o tea

ndings to public disclosure or the state univer

the next ew years, observers should watch or m

role o the independent programs and look to se

Carolina moves rom mere public disclosure to r

all in-state preparation programs. There is certai

structure o data systems and linked student-te

these steps: The state has been the scene o num

value-added studies o teacher efectiveness be

school, and teacher data archived since 2000. Se

at the North Carolina Education Research Data C

childandamilypolicy.duke.edu/project_detail.p

as important studies conducted with this inorm

Institutes CALDER Center (http://www.calderce

northcarolina.cm).
http://tinyurl.com/27khsxrhttp://tinyurl.com/27khsxrhttp://www.childandfamilypolicy.duke.edu/project_detail.php?id=35http://www.caldercenter.org/partners/northcarolina.cfmhttp://www.caldercenter.org/partners/northcarolina.cfmhttp://www.caldercenter.org/partners/northcarolina.cfmhttp://www.caldercenter.org/partners/northcarolina.cfmhttp://www.childandfamilypolicy.duke.edu/project_detail.php?id=35http://tinyurl.com/27khsxrhttp://tinyurl.com/27khsxr


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Caenges and pcy ecmmendans| www.ameCene Amecan Pgess |race e tp and teace Pepaan

Challenges and policy

recommendations

We can expec progress in he saes on real accounabiliy or eacher preparaion

when he 12 unded saes have me all o heir R proposal commimens, used

enhanced sae capaciy developed hrough R work o replace oohless curren

accounabiliy policies wih rigorous measures ied o imporan oucomes or

sudens and schools, and when hey have aken orhrigh seps o asser heir

auhoriy o impose real consequences on weak and ineecive p rograms.

Race o he op can be a powerul lever o improve eacher qualiy in he UniedSaes. Tese policy recommendaions are based on he analysis in his paper and

are inended o maximize he poenial or change hrough R:

Develop high-quality state data and reporting systems

The challenge: All 12 saes made commimens o develop or improve daa sys-

ems or public disclosure o preparaion program resuls. Public disclosure arge

daes vary widely among he saes, and saes will have o develop and pilo reli-

able mehods or measuring suden achievemen gains and connecing he resuls

o individual eachers.

Policy recommendation: Te ederal governmen and i neresed oundaions

should suppor an organized program o echnical assisance o enable he saes

o mee heir commimens. Te goal should be high-qualiy sysems in each o

he saes, wih uniorm reporing mechanisms or all in-sae programs making

comparisons beween programs easier or he public and or policymakers.

Te key quesion or publi c policy is wheher all eacher educaion programsrouinely produce eecive eachers as measured by suden achievemen resuls

and oher indicaors. Cross-sae consoria ocused on daa sysem developmen,

eacher eeciveness research, and applicaion o suden achievemen and suden

growh measures should be encouraged by he Deparmen o Educaion, sae

leaders, and ouside unders so ha we w ind up wih rigorous and air judgmens

abou eacher educaion programs.

Pilot stronger measures of preparation program accountability

The challenge: Measuring Wha Maters urged saes o base program accoun-

abiliy on ve indicaors. No R sae has adoped all ve, bu collecively he 12

saes do employ hese and ohers o measure he qualiy o program graduaes

and o programs hemselves. Only ve o he 12 saes, however, will use eacher

eeciveness or preparaion program accounabiliy. Te remaining seven sop a

public disclosure.

Sill, even in hese saes, eacher eeciveness as a measure o program qualiy wi ll

show he inadequacy o exising preparaion program accounabiliy mechanisms:Some ully approved programs will p robably ail he eecive eacher es.

Policy recommendation: Te Deparmen o Educaion, he Naional Governors

Associaion, and educaion reorm groups should suppor sae and cross-sae

eors o pilo he ull se o accounabiliy indicaors Measuring Wha Maters

recommended. o he exen ha a saes eacher evaluaion sysem is based

on reliable and valid insrumens and processes, i ough o be aligned wih he

classroom observaion indicaors Measuring W ha Maters recommended

or program accounabiliy. Work on hese eacher qualiy issues in he 12 Race

o he op saes will generae srong pressure on he remaining saes o adop

meaningul accounabiliy sandards, creaing new opporuniies hrough echni-

cal suppor and policy changes ha lead all saes o adop idenical policies or

program accounabiliy.

Foster innovative strategies to promote teacher and program quality

The challenge: Several R saes have proposed innovaive sraegies or devel-

oping and using new mechanisms o promoe preparaion program qualiy ando wihdraw sae approval rom weak programs (see he Rhode Island and Ohio

proles). Tese proposals are in he design and developmen sage righ now, and

heir acual use in pracice will be some years down he road. Moreover, only a


21/25


22/25

Cncusn| www.ameCene Amecan Pgess |race e tp and teace Pepaan

Conclusion

For 11 saes and he Disric o Columbia, R ace o he op creaed incenives

o make imporan policy changes in eacher qualiy and preparaion program

accounabiliy. Public disclosure o program perormance hrough daa on eacher

eeciveness goes well beyond where we are now, where here is litle real accoun-

abiliy and limied public disclosure abou weak or srong programs. Tis has

adverse consequences or K-12 sudens and schools.

Ye, disclosure by isel is no enough o ensure widespread improvemen ineacher educaion across he Unied Saes. Recognizing his, 5 o he 12 unded

R saes have commited o use R and sae unds o hold eacher prepara-

ion programs accounable or he e eciveness o heir graduaes. Sepping up

o he program accounabiliy challenge are he Disric o Columbia, Maryland,

Massachusets, New York, and Rhode Island. Tese ve saes wil l use one or

more o he preparaion program accounabiliy indicaors recommended by he

Cener or American Progresss paper on Measuring Wha Maters. Te oher

seven unded saes should move quickly rom mere disclosure o eeciveness

raings o real accounabiliy.

As noed, Race o he op also asked saes or new iniiaives o bui ld or expand

high-qualiy eacher preparaion pahways. Disappoiningly, only 8 o he 12 saes

ook up his challenge, suggesing ha more pressure (and perhaps argeed ech-

nical suppor) is needed o break he i neria creaed by radiional hinking abou

how o prepare eachers or he naions schools. Saes ha haven even proposed

minimal levels o innovaion in program reorm are Georgia, Hawaii, Maryland,

and Rhode Island, alhough Rhode Island hopes o borrow rom he each or

America experience o oher saes.

We know ha seven saes promise o make program eeciveness inormaion

public. Bu he public won know how in-sae preparaion programs are doing or

a leas our years or Washingon, D.C., Massachusets, and Ohio, and ve years or

Hawaii. Sae daa sysems will have o be upgraded in mos saes, and sae o-

cials will have o agree on a mehod or measuring suden achievemen gains and

connecing hem o individual eachers. Moreover, every sae excep Florida has

challenges ahead in delivering on he promise o a sophisicaed sae daa sysem.

Te eors o ve saeshe Disric o Columbia, Massachusets, Maryland,

New York, and Rhode Islandwill produce imporan enhancemens o largely

powerless sae accounabiliy policies. Bu his work in every sae requires close

scruiny because saes have no hisory o real accounabiliy when i comes o he

preparaion o eachers.

Te unded saes should be able o make progress by eecive use o ederal unds

and major changes o sae policies. On he oher hand, ull implemenaion o his

se o eacher qualiy improvemen policies is no jus abou echnical issues. o

be successul, eleced ocials, sae bureaucracies, schools, and universiies mus

be commited o resuls-driven educaion reorm.

Tese uneven responses across he 12 unded saes bear careul waching by

hose who believe in real accounabiliy as a source or change in eacher qualiy.

Variaions in how saes plan o implemen R creae poenial or major impac

rom cross-sae, oundaion-suppored, and Deparmen o Educaion echnical

assisance sraegies.

In sum, Race o he op will be responsible or major seps in he r igh direcion.

We srongly urge oher saeswih or w ihou Race o he op undso learn

rom hese eors oulined in his repor and se abou he same work o improv-

ing eacher qualiy by using r igorous perormance measures o sep up accoun-

abiliy or eacher educaion.


23/25

Endnes| www.ameCene Amecan Pgess |race e tp and teace Pepaan

Endnotes

1 te many exampes em naves a appea ave admed mpac ncude e hmes Panesp; e teace QuayEnancemen gans unded ug e 1998 hge EducanAmendmens, hEA; teaces a New Ea; e Nana Newk Educana renewa, and sma es.

2 te s e cmbne ncenves and sancns was ug teii e 1998 hEA.

3 te edea pgam scan and eaed esuces can be unda p://www2.ed.gv/pgams/aceep/ndex.m; cea eace quay can be und n page 12.

4 ibd., page 14.

5 Edwad Cwe, Measung Wa Maes: A Snge AccunabyMde teace Educan (Wasngn: Cene AmecanPgess, Juy 2010), avaabe a p://www.amecanpgess.g/ssues/2010/07/eace_accunaby.m.

6 ibd., page 11.

7 i bd., pages 2-3.

8 Cwe, Measung Wa Maes.

9 i bd., page 1.

10 i bd, page 7.

11 i bd., page 10.

12 See Nana Cunc n teace Quay, Ed Scs, avaabe ap://www.ncq.g/p/edscs.

13 i bd., page 11.

14 i bd., pages 2-3.

15 See Measues Eecve teacng Pjec a p://www.mepjec.g/.

16 Nana cumuave pass aes cme m te Seceays SxAnnua rep n teace Quay (Wasngn: U.S. Depamen Educan, 2009), page 36.

17 As descbed n Measung Wa Maes (pages 21-27), pes-sns suc as medcne, nusng, accunancy, and engneeng aveunm sae accunaby sandads: Evey sae empys e sameess and evey sae as e same passng sce.

18 Bee sae daa sysems ae needed nk eace and s uden daa,gus aenn daa quay ssues w be cuca, and saes w

ave addess cndenay and pvacy pces as we as makegd use apppae sasca mdes; see Measung Wa Ma-es, page 13, as we as e eeences ced n a dscussn.

19 te e g-quay cassm assessmen as an ndca pep-aan pgam quay s dscussed n Measung Wa Maes; seepages 14-16.

20 Nana Cunc teace Quay, 2009 State Teacher QualityYearbook, avaabe a p://www.ncq.g/spy09/; Suzanne Wsnand Pee Yungs, reseac n Accunaby Pcesses n teaceEducan, n M. Ccan-Sm and K. Zecne, eds., StudyingTeacher Education (Wasngn: 2005); AErA; and Educan tus, NotGood Enough: A Content Analysis of Teaching Licensing Examinations(Wasngn, 1999), avaabe a p://www.edus.g/dc/pubca-n/n-gd-enug-a-cnen-anayss--eace-censng-examnans.

21 F e dscussn sae ppsas, quans appeang n esecns bew cme m e sae ppsa se m evewenes abu a specc sae ppsa. Snce e ppsas andevewe nes ae accessbe nne and dcumen pagng vaesm ppsa ppsa, seems smpe acknwedge suces

quans ee ae an sepaaey eac quan. teppsas, appendces, and evewe nes can be und a p://www2.ed.gv/pgams/aceep/ndex.m.

22 te rtt seecn cea can be und a p://nyu.cm/2c63vbw. Seecn cea and maxmum pns ae:

A . S ta te s uc ce ss ac to rs 1 25 p oi nt s

B. Standards and assessments 70 points

C. Data systems to support instruction 47 points

D. Great teachers and leaders 138 points

E. Turning around the lowest-achieving schools 50 points

F. General 55 points

23 Descpns and anayses e sae rtt ppsas daw n erace e tp cea pubsed by e U.S. Depamen Educa-n; n e ppsas and ppsa appendces m a 12 saes; nevewe sces and cmmens; and n rtt backgund and bengmaeas m e U.S. Depamen Educan.

24 on e e and, N Cana as a ce aay an any esae suden acevemen ess undepn eace eecvenesscacuans. te sae w use end--cuse ess n eadng, ma,and scence e eemenay gades; g s c gades, NC wempy end--cuse ess n ageba 1 and 2, gemey, Engs 1,pysca scence, bgy, cemsy, pyscs, cvcs and ecnmcs,and U.S. sy. te secnday subjecs esed and used as e bass eace eecveness cacuans g a beynd wa as beendescbed by any e e saes.

25 Jasn Fec, Jasn Sng, and Dug Sm, Ws teacng l.A.sKds?Los Angeles Times, Augus 14, 2010, avaabe a p://www.ames.cm/news/ca/a-me-eaces-vaue-20100815,0,2695044.sy.

26 Pubc epng pass aes as we as sae eps abu w-pe-mng pgams wee b nended ceae ncenves weakpgams cange cse dwn. te ecd snce 1998, weve,sws ceay a nee e eace educan pessn n esaes a vesee pgams as been wng addess pundand wdespead weaknesses n pgam quay.

27 Uness ned speccay, a eeences eace eecveness p-vsns n e sae ppsas ae cnssen w e race e tpdenn an eecve eace as ne wse sudens aceveaccepabe aes (e.g., a eas ne gade eve n an academc yea) suden gw.

28 te vea Fda pass ae 99.7 pecen s eped n page 75 te Seceays Sx Annua rep n teace Quay: A hgyQuaed teace n Evey Cassm(Wasngn: U.S. Depamen Educan, ofce Pssecnday Educan, 2009). A ee rtt saes ave pass aes g enug san ceduy, wDC a 89 pecen epng e wes vea ae.

29 Ms e ps nw n use ae me-gwn cecns a-acs deveped and used by ndvdua pgams. A e pgamand sae eves, a sgncan pbem s cnssency n assessng eseng and quay ems submed by ndvdua eace cand-daes. tee s as n evdence a assessmen sces assgned eaces eace canddaes ug evew e ps beaany eansp mpan ucmes suc as suden aceve-men, eacng pessence, cassm eacng aby.

30 See Amecan Asscan Ceges teace Educan, teacePemance Assessmen Cnsum, avaabe a p://nyu.cm/yzgv38e.

31 See e descpn and eaed maeas und a p://nyu.cm/yzgv38e.

32 See p://www.ncpubcscs.g/e/appved/ e s appved n-sae nsuns auzed pepae K-12 eaces

n N Cana. A ecen ep swed a e 33 ndependenceges and unveses pduce 750 new eaces pe yea.

33 Nana Cene Educan Sascs, Saewde lngudna DaaSysems Gan Pgam, avaabe a p://nces.ed.gv/Pgams/SlDS/ndex.asp.

34 Empass added.

35 Amng e saes w meanngu accunaby pvsns n ertt naves, New Yk as es advanced eace censue saus eacng eecveness, bu des n appea a e EmpeSae w use e aes advancemen pessna cecanby pgam gaduaes as a measue pepaan pgam quay.

36 o cuse, 96 pecen a pgam gaduaes n e Uned Saespass a e eace ess, s s esd may n be as gusas seems.

37 te Seceays Sx Annua rep n teace Quay, pages 16-20.

38 on e e and, a ecen saemen m Mayands ce saesc fce cass dub n e saes cmmmen usng eaceeecveness pgam accunaby. See Maj evsn eace anng pgams uged by pane p educas,Washing-ton Post, Nvembe 6, 2010, avaabe a p://www.wasngnps.cm/wp-dyn/cnen/ace/2010/11/16/Ar2010111600008.m.

39 F exampe, ne tennessee evewe cmmened, i appeas ae Sae s cusng n expandng cnacng cuen adeace pepaan pgams; des n pvde a dscussn nnew pgams a mg be ceaed usde e adna pean ues. Ane evewe s ppsa sad a e saeas a pan devep a g quay pan, bu e ppsa eadecud nd n deas abu s pannng pan saegy a sugess eace eecveness daa w be used pgam expansA Gega evewe sad a vey skecy nman was pvdabu e saes e expand eecve pgams; ane b-seved a s eemen e cen s n uy addessed [an as n uy me e equemens.

40 tee ave been exensve sudes teac Ameca n NCana, anks e cnsdaed sae daa n K-12 sudens,scs, and eaces used a e N Cana Educanreseac Cene (see p://nyu.cm/26vua). i may be a sae w ey n ese sudes as e bass expansn and udevepmen, bu e rtt ppsa s sen n s quesn.

41 See tansmng teace Educan ug Cnca Pacce(Wasngn: Nana Cunc Accedan teace Educa2010), avaabe a p://www.ncae.g/lnkCck.aspx?ecke=zeB1oqPk%3D&abd=715. ts s a gd s sep n ecgnzna eaces sud be pepaed n sc sengs, bu e epcnans n specc acn seps a ave deadnes and empcabased measues quay asscaed w em.

42 See seecn cea (A)(2)() and (A)(2)(e) n race e tp:Execuve Summay (Wasngn: U.S. Depamen Educan,Nvembe 2009), pages 6 and 7.

43 F exampes ssues a need be addessed pung npacce, see e dscussn n sae daa sysems and cuen K-1assessmen ess n race e tp: Execuve Summay a page13-14.

44 See rtt seecn cen (C )(1), wc awaded up 24 pns,and a s e 12 eemens m secn 6401(e)(2)(D) e Ac,summazed n race e tp: Execuve Summay n pages 14

45 See Daa Quay Campagn, te Nex Sep: Usng lngudna DaSysems t impve Suden Success (2009), avaabe a p://wdaaquaycampagn.g/esuces/deas/384 me nmaabu e 10 eemens and cuen sae capacy.

46 F a ue dscussn e sae acns and wy e Campagnvews em as mpan, see p://www.daaquaycampagn.suvey/acns.

47 See U.S. Depamen Educan, race e tp AssessmenPgam: Appcan inman, avaabe a p://www2.ed.gvpgams/aceep-assessmen/appcan.m.

48 See Nana Cunc Accedan teace Educan, Buerbbn Pane, avaabe a p://www.ncae.g/Pubc/reseacrps/NCAtEinaves/BuerbbnPane/abd/715/Deau.aspx.Abu e au
http://www.nctq.org/stpy09/http://www2.ed.gov/programs/racetothetop/index.htmlhttp://www2.ed.gov/programs/racetothetop/index.htmlhttp://tinyurl.com/2c63vbwhttp://tinyurl.com/2c63vbwhttp://tinyurl.com/yzgv38ehttp://tinyurl.com/yzgv38ehttp://tinyurl.com/yzgv38ehttp://tinyurl.com/yzgv38ehttp://www.ncpublicschools.org/ihe/approved/http://nces.ed.gov/Programs/SLDS/index.asphttp://nces.ed.gov/Programs/SLDS/index.asphttp://www.dataqualitycampaign.org/resources/details/384http://www.dataqualitycampaign.org/resources/details/384http://www.dataqualitycampaign.org/survey/actionshttp://www.dataqualitycampaign.org/survey/actionshttp://www.dataqualitycampaign.org/survey/actionshttp://www.dataqualitycampaign.org/survey/actionshttp://www.dataqualitycampaign.org/resources/details/384http://www.dataqualitycampaign.org/resources/details/384http://nces.ed.gov/Programs/SLDS/index.asphttp://nces.ed.gov/Programs/SLDS/index.asphttp://www.ncpublicschools.org/ihe/approved/http://tinyurl.com/yzgv38ehttp://tinyurl.com/yzgv38ehttp://tinyurl.com/yzgv38ehttp://tinyurl.com/yzgv38ehttp://tinyurl.com/2c63vbwhttp://tinyurl.com/2c63vbwhttp://www2.ed.gov/programs/racetothetop/index.htmlhttp://www2.ed.gov/programs/racetothetop/index.htmlhttp://www.nctq.org/stpy09/


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Cene Amecan Pgess |race e tp and teace Pepaan

About the author

Edward Crowe is a consulan on eacher qualiy policy or several organizaions and

projecs, including he Woodrow Wilson Naional Fellowship Foundaion. He previ-

ously worked as senior consulan or he Naional Commission on eaching and

Americas Fuure (NCAF) on eacher preparaion projecs, and on research abou

he cos o eacher urnover; and as an adviser o he Huner Foundaion o Scoland

and o he Scotish Nai

Race to the Top and Teacher Preparation

Documents

Transcript of Race to the Top and Teacher Preparation