Welcome to Teacher Table #2 August 03, 2020 Introductions 1. Name - - PowerPoint PPT Presentation

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.

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3

Racial diversity of students and teachers

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Racial Gaps 4

• 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
• 13.5
• 9.1
• 6.2
• 1.4
• 0.2
• 15.9
• 7.1
• 4.7
• 1.5
• 0.3
• 25
• 20
• 15
• 10
• 5

Hispanic American Indian

• r Alaska Native

Black or African American Asian Pacific Islander

Percentage points

Student-to-teacher racial gaps in Oklahoma public schools, 2013-14 & 2019-20

2013-14 2019-20

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Racial diversity of principals & the assistant principal to principal pathway by race

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82% 5% 7% 3% 3% 1% 85% 8% 4% 3% 1% 0% 0% 20% 40% 60% 80% 100%

White American Indian or Alaska Native Black or African American Two or more races Hispanic Other

Public school assistant principals' & principals' racial and ethnic diversity, 2019-20

Assistant Principals Principals

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50.0 45.4 12.3 13.5 25.5 25.8 12.3 15.3

20 40 60 80 100 Cohort 1 New assistant principals SY 2010 Cohort 2 New assistant principals SY 2015

Employment status/role after 5 years (%)

Assistant principals turnover Assistant principals who stayed in this role Asssistant principals who moved into a non-principal role Assistant principals who transitioned into the role of principal

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Race/Ethnicity Time it takes an assistant principal to become a principal (Avg. # of years) Prior experience in first year as assistant principal (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.

9

Equity gaps in the access to excellent teachers

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4.5 9.7 4.9 10.8

2 4 6 8 10 12 14

1-3

Percentage points

Years of experience

Gaps in the access to experienced teachers

Low-income students, Title I schools vs. non- low-income students, Non-Title I schools Minority students, Title I schools vs. non-minority students, Non-Title I schools

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.

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5.0 9.7 7.3 10.8

2 4 6 8 10 12 14

2017-18 2018-19

Percentage points

1-3 years of experience

Gaps in the access to experienced teachers

Low-income students, Title I schools vs. non- low-income students, Non-Title I schools Minority students, Title I schools vs. non-minority students, Non-Title I schools

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.

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0.6 3.7 0.7 3.8

1 2 3 4 5

2017-18 2018-19

Percentage points

Emergency-certified teachers

Gaps in the access to traditionally certified teachers

Low-income students, Title I schools vs. non- low-income students, Non-Title I schools Minority students, Title I schools vs. non-minority students, Non-Title I schools

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.

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0.08 0.05 0.09 0.05

0.0 0.5 1.0

2017-18 2018-19

Percentage points

Ineffective teachers

Gaps in the access to effective teachers

Low-income students, Title I schools vs. non- low-income students, Non-Title I schools Minority students, Title I schools vs. non-minority students, Non-Title I schools

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.

Racial Gaps 14

• 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%)

7.1% 1.5% 8.5% 2.4%

0% 2% 4% 6% 8% 10% 12%

ELL students ESL teachers

English Language Learners (ELL) vs. teachers with an English as a Second Language (ESL) credential, 2013-14 & 2019-20

2013-14 2019-20

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?

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“Looking forward - what our teachers need to know”

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http://engage.ok.gov/in-the-cloud/

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18 Teacher Table #2

Our children are fighting to be seen as human beings without any precondition.

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