Welcome to Teacher Table #2 August 03, 2020
Introductions 1. Name 2. Education affiliation 3. Reaction to this statement: Our children are fighting to be seen as human beings without any precondition. 2 Teacher Table #2
Teacher Table #2 Racial diversity of students and teachers 3
Student-to-teacher racial gaps in Oklahoma public schools, 2013-14 & 2019-20 0 -0.2 -0.3 -5 Percentage points -1.4 -1.5 -4.7 -10 -6.2 -7.1 -9.1 -15 -13.5 -15.9 -20 -25 Hispanic American Indian Black or African Asian Pacific Islander or Alaska Native American 2013-14 2019-20 • Racial gaps are significantly larger for Hispanics ( city/suburban ) and American Indians or Alaskan Natives ( town / rural ) • Minority gaps are larger –regardless of enrollment size–in: • Low-income schools • Schools with nonminority principals 4 Racial Gaps
Teacher Table #2 Racial diversity of principals & the assistant principal to principal pathway by race 5
Public school assistant principals' & principals' racial and ethnic diversity, 2019-20 100% 85% 82% 80% 60% 40% 20% 8% 7% 5% 4% 3% 3% 3% 1% 1% 0% 0% White American Black or Two or more Hispanic Other Indian or African races Alaska Native American Assistant Principals Principals 6 Teacher Table #2
Employment status/role after 5 years (%) 100 Assistant principals 12.3 15.3 turnover 80 25.5 25.8 Assistant principals who 60 12.3 13.5 stayed in this role 40 Asssistant principals who 50.0 45.4 moved into a non-principal 20 role Assistant principals who 0 transitioned into the role of Cohort 1 Cohort 2 principal New assistant principals New assistant principals SY 2010 SY 2015 7 Teacher Table #2
Time it takes an Prior experience in first assistant principal to year as assistant Race/Ethnicity become a principal principal (Avg. # of years) (Avg. # of years) American Indian or Alaska Native 3 14 Asian -- 11 Black or African American 3 11 Hispanic* 2 10 Two or more races* 2 19 Pacific Islander -- -- White 3 13 Note: In the table (*) denotes averages that come from only one cohort. 8 Teacher Table #2
Teacher Table #2 Equity gaps in the access to excellent teachers 9
Gaps in the access to experienced teachers 14 Low-income students, 10.8 12 9.7 Title I schools vs. non- 10 Percentage points low-income students, 8 Non-Title I schools 6 4.9 4.5 4 Minority students, Title I 2 schools vs. non-minority 0 students, Non-Title I schools 0 1-3 Years of experience Notes : The count of records is based on all core subjects in each academic term (i.e. semester, trimester, quarter) in which students are enrolled. SOURCE : Oklahoma State Department of Education, FY2018-19 WAVE Student Database & EDFacts school data. 10 Teacher Table #2
Gaps in the access to experienced teachers 14 Low-income students, 10.8 12 9.7 Title I schools vs. non- 10 Percentage points low-income students, 7.3 8 Non-Title I schools 5.0 6 4 Minority students, Title I 2 schools vs. non-minority 0 students, Non-Title I 2017-18 2018-19 schools 1-3 years of experience Notes : The count of records is based on all core subjects in each academic term (i.e. semester, trimester, quarter) in which students are enrolled. SOURCE : Oklahoma State Department of Education, FY2018-19 WAVE Student Database & EDFacts school data. 11
Gaps in the access to traditionally certified teachers 5 Low-income students, 3.8 3.7 Title I schools vs. non- 4 Percentage points low-income students, 3 Non-Title I schools 2 Minority students, Title I 0.7 0.6 1 schools vs. non-minority 0 students, Non-Title I 2017-18 2018-19 schools Emergency-certified teachers Notes : The count of records is based on all core subjects in each academic term (i.e. semester, trimester, quarter) in which students are enrolled. SOURCE : Oklahoma State Department of Education, FY2018-19 WAVE Student Database & EDFacts school data. 12
Gaps in the access to effective teachers Low-income students, 1.0 Title I schools vs. non- Percentage points low-income students, Non-Title I schools 0.5 Minority students, Title I 0.09 0.08 schools vs. non-minority 0.05 0.05 students, Non-Title I 0.0 schools 2017-18 2018-19 Ineffective teachers Notes : The count of records is based on all core subjects in each academic term (i.e. semester, trimester, quarter) in which students are enrolled. SOURCE : Oklahoma State Department of Education, FY2018-19 WAVE Student Database & EDFacts school data. 13
English Language Learners (ELL) vs. teachers with an English as a Second Language (ESL) credential, 2013-14 & 2019-20 12% 10% 8.5% 7.1% 8% 6% 4% 2.4% 1.5% 2% 0% ELL students ESL teachers 2013-14 2019-20 • ELL enrollment: 59% (city); 15% (suburban); 17% (town); and 10% (rural) • 66% of public schools had >=1 ELL student (avg. 33) • 56% of public schools that serve ELL students have no ESL teachers • Low-income schools (58%); Higher-income schools (51%) • City (26%); suburb (39%); town (67%); and rural(73%) 14 Racial Gaps
Discussion groups • Take 20 minutes to discuss the guiding questions in your assigned group. • A designated person will take notes. • Share a summary with the larger group. • A designated person will serve as a spokesperson. 15 Teacher Table #2
Guiding questions 1. How adequate is the access different student groups have to experienced/effective/traditionally certified teachers in your school/community? 2. What steps have the district/school in your area taken to address the gaps? 3. How can the district/state more effectively address the identified gaps? 16 Teacher Table #2
“Looking forward - what our teachers need to know” http://engage.ok.gov/in-the-cloud/ 17 Teacher Table #2
Our children are fighting to be seen as human beings without any precondition. 18 Teacher Table #2
Contact Dr. Robyn Miller Chief Deputy Superintendent of Public Instruction Robyn.miller@sde.ok.gov Dr. Naneida Lazarte Senior Director of Policy Research and Evaluation Naneida.Lazarte@sde.ok.gov
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