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

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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_at_ucsc.edu or 831 459 1893

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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

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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

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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

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Presentation Outline

• Demographics
• Qualifications
• Demand and Supply
• Data Capacity
• Findings Summary
• Implications

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Demographics of Tri-County Teachers
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Teacher Demographics

• Comparing tri-county teachers to California
  teaching population
• Tri-county region currently
• Tri-county region over time

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Teacher Gender State and Local
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Teacher Ethnicity State and Local
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Teacher Ethnicity Local Shifts
Source CDE Educational Demographics Unit 2002-03
and TWI CBEDS 05/06 analysis
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Mean Age of White and Latino Tri-County
Teachers2005-06
Source TWI CBEDS 05-06
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Qualifications of Tri-County Teachers
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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

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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?

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

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Out-of-field Math Teachers

• Who are they?
• Authorization areas
• Age
• Years teaching

• Where do they teach?
• Income
• Language
• Achievement
• Math classes

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

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Accounting for the High Percent of Out-of-Field
Math Teachers

• Issues of Production
• IHE data (2005)
• Issues of Retention
• Teacher Exit Questionnaire (2005)

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Teachers Top Reasons for Moving Schools or
Leaving the Profession 82 of possible 263
respondents, 10 districts represented
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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
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Selected Data Plans

• Expand 2006 teacher exit analysis
• Develop system for determining school level
  teacher turnover rates
• Further CBEDS analysis
• Continued IHE analysis

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Data Capacity

• 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

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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

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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

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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