Ensuring Equitable Access to Excellent Educators Copyright © 2014 American Institutes for Research. All rights reserved. Jennifer Baker Office of Next Generation Learners February 24, 2015

 Engage stakeholders, with the purpose of informing the design of a State Plan to Ensure Equitable Access to Excellent Educators.  Encourage stakeholders to offer their ideas, insights, and perspectives to improve educator equity.  Provide stakeholders with the background information they need to offer informed feedback.  Use this input to help ensure that states’ equitable access plans are designed and implemented in a way that not only complies with federal requirements but also leads to meaningful educational advancements. Today’s Outcomes 2

What Is Equitable Access? 3

The following student groups are less likely to have access to great teachers and school leaders according to virtually every metric available:  Students of color  Students from low-income families  Rural students  Students with disabilities  Students with limited English proficiency  Students in need of academic remediation Source: Institute of Education Sciences, data from the U.S. Department of Education’s Office for Civil Rights Findings From Research on Equitable Access 4

 The 2002 reauthorization of the Elementary and Secondary Education Act, known as No Child Left Behind, called for all students to be taught by highly qualified teachers by  States also were required to create plans to ensure that students from low-income families and students of color are not taught at higher rates than other students by underqualified, inexperienced, or out-of-field teachers.  Currently, Kentucky has 99.7% of HQT. Historical Background 5

New plans must be submitted to the U.S. Department of Education by June 2015 and must include: Plans to Ensure Equitable Access to Excellent Educators 6

 The Kentucky Department of Education is using data from the Kentucky Center for Education Workforce and Statics (KCEWS) to determine equity gaps. Preliminary data was shared with stakeholders during the Commissioner’s Advisory Councils in the fall of Educator Equity Data 7

High-poverty, high-minority and schools with low average test scores are more likely to hire new teachers. Newly hired teachers are significantly more likely to be placed with students with lower incoming math scores compared with other teachers. Returning teachers have a larger impact on student test scores than newly hired teachers. There is a wide variation in median student growth percentiles for KY teachers. Teachers in high-poverty and schools with low average test scores are more likely to transfer to other schools in the following year. Schools located in cities have higher teacher turnover. Just over half of newly hired teachers were still teaching in the same school two years later. Key Findings for Kentucky 8

Addressing Equitable Access in Kentucky 9

 Stakeholder Engagement  Identification of Equitable Access Gaps  Identification of Root Causes for Equitable Access Gaps  Identification of Strategies to Address the Root Causes  Determination of Metrics to be used to Assess Gaps  Public Reporting of Progress Components of the Statewide Plan 10

Let’s Hear From You 11  Identify the reasons for the key findings that stand in the way of providing equitable access to effective teachers and principals in Kentucky.  Thinking about the root causes you have identified, what are some potential strategies that may address the reasons for the inequities that exist?

 Proposed Measures to Evaluate Progress TELL Working Conditions Survey Teacher and Principal Effectiveness (Each domain and Student Growth) Overall Effectiveness Total % of first year and KTIP teachers in all schools Teacher Retention Data Let’s Hear From You 12

 Public Reporting of Progress Tab on the District and School Report Card Let’s Hear From You 13

 For additional information or comments please contact: Jennifer Baker (502) Questions and Answers 14