Identifying Effective Teachers Policy
Providing comprehensive reporting may be states' most important role for ensuring the equitable distribution of teachers among schools. The District of Columbia reports little school-level data that can help support the equitable distribution of teacher talent.
The District does not collect and report most of the data recommended by NCTQ. The District does not provide a school-level teacher quality index that demonstrates the academic backgrounds of a school's teachers and the ratio of new to veteran teachers. It also does not report on teacher absenteeism or turnover rates.
The District of Columbia does report on the percentage of highly qualified teachers for each school. The District is commended for comparing the percentage of highly qualified teachers at high- and low-poverty schools.
Use a teacher quality index to report publicly about each school.
A teacher quality index, such as the one
developed by the Illinois Education Research Council, with data
including teachers' average SAT or ACT scores, the percentage of
teachers failing basic skills licensure tests at least once, the
selectivity of teachers' undergraduate colleges and the percentage of
new teachers, can shine a light on how equitably teachers are
distributed both across and within districts. The District
of Columbia should ensure that individual school report cards include
such data in a manner that translates these factors into something easily understood by the public, such as a color-coded matrix
indicating a school's high or low score.
Publish other data that facilitate comparisons across schools.
The District of Columbia should collect and report other school-level data that reflect the stability of a school's faculty, including the rates of teacher absenteeism and turnover.
Provide comparative data based on school demographics.
As the District of Columbia does with highly qualified teachers, it should provide comparative data for schools with similar poverty and minority populations. This would yield a more comprehensive picture of gaps in the equitable distribution of teachers.
The District of Columbia noted that it provides school and LEA experience data.