The Center for the Future of Teaching and Learning The Status of the Teaching Profession 2005...

The Center for the Future of Teaching and Learning

The Statusof theTeachingProfession2005

California State University, Office of the ChancellorPolicy Analysis for California EducationUniversity of California, Office of the PresidentWestEd

Research conducted by SRI International

Copyright © 2005. All rights reserved.


High StakesNo Child Left Behind requires that:• Every teacher must be “highly qualified” by the

end of the 2005-06 school year. • Steps are being taken to ensure that experienced

and qualified teachers are equitably distributed among classrooms with poor and minority children and those with their peers.

Stakes for Students are Rising:• Seniors graduating in the Class of 2006 must pass

the California High School Exit Exam.



High Stakes: Then and Now

School-specific Sanctions/Rewards• API monetary awards; teacher awards

Student-specific Sanctions/Rewards• Students face ever higher standards of academic

achievement California High School Exit Exam Increased coursework requirements for high school

graduation Higher requirements for college admittance



High Stakes: Math and Science

• The average math scores for fourth and eighth grade students in California ranked only above Mississippi and Louisiana (RAND, 2005).

• Only 28 percent of California fifth-graders scored at or above the proficient level on the state’s science exam (CDE, 2005).



Higher Stakes for Minority Students

Science—Fifth grade• Only 14% of African American and 13% of

Latino students perform at or above proficient.

Algebra I—Eighth grade• Only 14% of African American and 18% of

Latino students perform at or above proficient.



The Mismatch:Teachers and High Stakes

• Schools with the lowest percentage of students passing the CAHSEE have the most underprepared teachers.

• Nearly 100,000 students have yet to pass the exam and risk failing to graduate this year.

• About 75,000 of these students have yet to pass the math portion of the exam



Distribution of Underprepared Teachers by School-level API

Students in the state’s lowest performing schools are five times more likely to have an underprepared teacher than students in the highest performing schools.

5% 4% 3%5% 4%

11%

6%

21%

14%

2%

8%7%

13%

8%

18%

10%

0%

5%

10%

15%

20%

25%

2001-02 2002-03 2003-04 2004-05

Ave

rage

per

cent

of f

acul

ty w

ithou

t cr

eden

tial

Highest achievement quartile 3rd achievement quartile

2nd achievement quartile Lowest achievement quartile



Underprepared Math and Science Teachers by School-level API, 2004-05

Source: API 2004 (2004 API Base Data File), PAIF 2004.Note: Includes only full-time teachers who teach at least one math or science class.

6%

8%

4%

14%

0%

5%

10%

15%

20%

25%

Highest achievementquartile

3rd achievementquartile

2nd achievementquartile

Lowest achievementquartile

Pe

rce

nt

of

sc

ien

ce

te

ac

he

rs t

ha

t a

re n

ot

full

y c

red

en

tia

led



54

7

11

20

5

15

46

10

8

13

23

3

8

3

0

5

10

15

20

25

0-30% minority 31-60% minority 61-90% minority 91-100%minorityA

vera

ge p

erce

nt o

f fac

ulty

with

out c

rede

ntia

l

2001-02 2002-03 2003-04 2004-05

Distribution of Underprepared Teachers by School-level Percentage of Minority Students



Underprepared Math and Science Teachers, by School-level Percentage of Minority Students

6%

10%

16%

4%

0%

5%

10%

15%

20%

25%

0-30% minority 31-60% minority 61-90% minority 91-100% minority

Pe

rce

nt

of

un

de

rpre

pa

red

ma

th a

nd

sc

ien

ce

te

ac

he

rs

Source: CBEDS (Aggregate Data Files) 2004, PAIF 2004.Note: Includes only full-time teachers who teach at least one math or science class.



Persistent Inequities

• Intern teachers are maldistributed– 85% of interns are assigned to high minority schools.

• Only 3% of interns are assigned to low minority schools.



Inequity and its Long-term Impact



A Deeper Look: Algebra I

• 35% of middle school teachers assigned to teach Algebra I do not have a mathematics credential.

• Approximately 69,000 middle school students are enrolled in Algebra I classes where the teacher is underprepared or teaching out-of-field.

• Algebra I is required for high school graduation and serves as a gatekeeper to advanced math courses necessary for admittance to institutions of higher education.



Out-of-Field Teachers• Out-of-field teaching continues

to be a problem across subject areas in California high schools.

• At least 20% of mathematics and life science teachers are assigned out-of-field or are underprepared.

• Nearly one-third of physical science teachers are either underprepared or assigned out-of-field.



Need for Increased Retention Efforts

Secondary teachers leave the profession at faster rate than elementary teachers:• 27% leave by their fourth year of teaching

It may be assumed that this problem is amplified for math and science teachers as their earning potential is greater outside of teaching.



Advanced Placement Courses

President Bush’s American Competitiveness Initiative calls for 70,000 additional math and science AP teachers nationwide

Currently, California has 1,287 teachers who teach at least one AP math course and 1,429 teachers who teach at least one AP science course



The Looming Teacher Shortage• Nearly 100,000

teachers in California are over 50 years old.

• One-third of the teacher workforce will retire in the next decade.



Teacher Preparation Enrollment v. Production

0

10000

20000

30000

40000

50000

60000

70000

80000

1999-2000 2000-01 2001-02 2002-03 2003-04

Total Enrollment

Total Credentials Issued

CSU

Independents

UC



Now is the Time to Take Action • The chance of

supply meeting demand is greatest in the 2005-06 school year.

• Unless action is taken immediately, the gap between supply and demand will widen over the next 10 years.

The Center for the Future of Teaching and Learning The Status of the Teaching Profession 2005...

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