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Equitable Distribution: Pennsylvania

Identifying Effective Teachers Policy

Look at National Findings
Goal

The state should publicly report districts' distribution of teacher talent among schools to identify inequities in schools serving disadvantaged children.

Meets a small part of goal
Suggested Citation:
National Council on Teacher Quality. (2011). Equitable Distribution: Pennsylvania results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/PA-Equitable-Distribution-8

Analysis of Pennsylvania's policies

Providing comprehensive reporting may be the state's most important role for ensuring the equitable distribution of teachers among schools. Pennsylvania reports little school-level data that can help support the equitable distribution of teacher talent.  

Pennsylvania does not collect or publicly report most of the data recommended by NCTQ. The state 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. Pennsylvania also does not report on teacher absenteeism or turnover rates.

Pennsylvania does report on the percentage of highly qualified teachers for each school and each school is identified as either high- or low-poverty or neither. The state is commended for comparing the average percent of highly qualified teachers in high- and low-poverty schools. Pennsylvania also reports on the percentage of teachers with emergency certification statewide.

Citation

Recommendations for Pennsylvania

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. Pennsylvania 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.
Pennsylvania 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 Pennsylvania does with highly qualified teachers, providing comparative data for schools with similar poverty and minority populations would yield an even more comprehensive picture of gaps in the equitable distribution of teachers. 

State response to our analysis

Pennsylvania disagreed with the statement that is reports little school-level data that can help support the equitable distribution of teacher talent. Pennsylvania asserted that its report card reflects the percentage of highly qualified teachers/not highly qualified teachers for the state, district, and school level but not by teaching area.

Last word

NCTQ's analysis acknowledges that Pennsylvania reports school-level data about highly qualified teachers. In terms of the data NCTQ recommends that states report, this is comparatively little.

    • Best practice
    • Meets goal
    • Nearly Meets goal
    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

  • Pennsylvania

    Pennsylvania map
Induction
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Delivering Well Prepared Teachers
Expanding the Pool of Teachers
Identifying Effective Teachers
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale

For comprehensive review of the literature on teacher quality and distribution, see Jennifer Rice King, "The Impact of Teacher Experience: Examining the Evidence and Policy Implications" CALDER: Urban Institute (August 2010). For more about how poor and minority children do not get their fair share of high-quality teachers, read L. Feng and T. Sass, "Teacher Quality and Teacher Mobility." National Center for Analysis of Longitudinal Data in Education Research (2011); T. Sass et al, "Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools." CALDER Institute (2010); and Education Trust, Teaching Inequality: How Poor and Minority Children are Shortchanged on Teacher Quality (Washington, DC: Education Trust, 2006).

Education Trust also produced an analysis of the first set of state Equity Plans that pointed out the inadequacies of most states' data systems to produce reliable information about teacher qualifications and experience levels in schools disaggregated by poverty and racial composition of schools. Although almost all states were required to resubmit their plans and earned approval for them, many of the shortcomings of state data systems remained. For example, few states are equipped to identify by school, teachers' years of experience, meaning they cannot identify the ratio of new teachers to the full school staff. See Education Trust, Missing the Mark: An Education Trust Analysis of Teacher-Equity Plans (Washington, DC: Education Trust, 2006).

For an example of a teacher quality index, see White, Bradford R.; Presley, Jennifer and DeAngelis, Karen J. Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois. Illinois Education Research Council: IERC 2008-1 http://ierc.siue.edu/documents/IERC2008-1.pdf.

For more about teachers' effectiveness in the early years of teaching, see Identifying Effective Teachers Using Performance on the Job by Robert Gordon, Thomas J. Kane, and Douglas O. Staiger at: The Hamilton Project, http://www.brookings.edu/views/papers/200604hamilton_1.pdf (2009);

See also Jennifer Rice King, Teacher Quality: Understanding the Effectiveness of Teacher Attributes (Washington, DC: Economic Policy Institute, 2003).

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