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Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers

Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers. May 10, 2006 Prepared and Presented by Professor Lora Bartlett UCSC Education Dept Contact: Lorab@ucsc.edu or 831 459 1893. Teacher Workforce Initiative (TWI) Goal.

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Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers

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  1. Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers May 10, 2006 Prepared and Presented by Professor Lora Bartlett UCSC Education Dept Contact: Lorab@ucsc.edu or 831 459 1893

  2. Teacher Workforce Initiative (TWI) Goal To strengthen the teacher workforce in Monterey, San Benito, and Santa Cruz Counties through a regional, data-driven collaborative among K-18 educational institutions

  3. TWI Primary Objective To build and maintain a regional teacher workforce decision-making system that • illuminates teacher workforce issues: • supply and demand • quality • maintains an ongoing capacity to address these issues; and • facilitates the collection and analysis of current-year data

  4. Data • Tri-County CBEDS for region 03-04 and 05-06. • IHE production • Tri-County Teacher Exit Questionnaire • CDE CBEDS 02 - 05 • CDE salary statistics 02-05 • CDE free/reduced lunch reports • CDE state language census

  5. Presentation Outline • Demographics • Qualifications • Demand and Supply • Data Capacity • Findings Summary • Implications

  6. Demographics of Tri-County Teachers

  7. Teacher Demographics • Comparing tri-county teachers to California teaching population • Tri-county region currently • Tri-county region over time

  8. Teacher Gender: State and Local

  9. Teacher Ethnicity: State and Local

  10. Teacher Ethnicity: Local Shifts Source: CDE Educational Demographics Unit 2002-03 and TWI CBEDS 05/06 analysis

  11. Mean Age of White and Latino Tri-County Teachers2005-06 Source: TWI CBEDS 05-06

  12. Qualifications of Tri-County Teachers

  13. Definitions • Underprepared: Emergency, waiver, district intern, university intern, pre-intern • Fully Qualified: Teaching credential and authorization in the area assigned • Out-of-field: Teaching credential but teaching outside of authorization area

  14. Tri-CountyUnder-qualified Teachers • 5, 609 fully qualified teachers (93%) • 424 underprepared teachers (7%) • Significant reductions in the last three years • Still higher likelihood of teaching in higher poverty, higher ELL, lower API schools • What do they teach?

  15. Unqualified Teachers in Assignment Code 1 Source: TWI CBEDS 2005-06

  16. Math Teachers • Anyone who teaches at least one math class • Includes middle and high school teachers • Includes part and full time teachers • 534 Math teachers in the tri-county region

  17. Who are they? Authorization areas Age Years teaching Where do they teach? Income Language Achievement Math classes Out-of-field Math Teachers

  18. Mean Age and Years Taught of In and Out-of-Field Math Teachers Tri-County Region 2005-06 Source: TWI CBEDS 05-06

  19. Mean of school-level free lunch, ELL students and API scores by In and Out-of-Field Math Teachers: Tri-County Region 2005-06 Source: TWI CBEDS 05-06

  20. Tri-County Math TeachersIn Sum • 50% authorized to teach math • 12% underprepared, 38% out of field • Unauthorized teachers teach in lower income, lower achieving, higher ELL schools • Unauthorized teachers assigned to lower level math classes

  21. Accounting for the High Percent of Out-of-Field Math Teachers • Issues of Production • IHE data (2005) • Issues of Retention • Teacher Exit Questionnaire (2005)

  22. Teachers’ Top Reasons for Moving Schools or Leaving the Profession82 of possible 263 respondents, 10 districts represented

  23. A a B b a Source: CDE “Selected Certified Salaries and Related Statistics 2003-2004”; b Source: Santa Cruz Association of Realtors, Multiple Listing Service Statistics A Source: CDE “Selected Certificated Salaries and Related Statistics 2002-2003”; B Source: Santa Cruz Association for Realtors, Multiple Listings Service Statistics

  24. Selected Data Plans • Expand 2006 teacher exit analysis • Develop system for determining school level teacher turnover rates • Further CBEDS analysis • Continued IHE analysis

  25. Development Better CBEDS data in 05/06 than in 03/04 (ie: assignment codes) Amassed multiple yrs of regional data for workforce development over time Multiple local data sources Challenges Differential interpretations at the point of data recording (CBEDS & assignment code) Multiple coding of teachers (waiver, full, auth 1 plus) Sustaining time-consuming data collection & analysis Data Capacity

  26. Tri-County Findings • Older teacher population • Small shifts in teacher ethnicity • Decrease in percent of underprepared teachers over last three years • Some reduction in distribution of under-prepared teachers by school poverty, ELL and API • Larger percentages of underprepared teachers in math and special ed • Cost of living/salary a main reason for teacher exit

  27. Tri-County Math Teachers • 50% are not fully qualified • 12% underprepared, 38% out-of-field • Out-of-field math teachers are more likely to teach in higher poverty, higher ELL % and lower API schools than in field math teachers • Out-of-field math teachers appear concentrated in low-track math classes. • Issues in supply of math teachers

  28. Implications • Retirement concerns • Need to recruit and retain new teachers to address unauthorized teaching and anticipated retirements • Consider incentives for additional authorizations for current teachers • Cost of living concerns (housing) • Improvements to state data systems

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