ENSURING EQUITABLE ACCESS

TO EXCELLENT EDUCATORS

November 17, 2014

CORE PRINCIPLESEQUALITY OF OPPORTUNITY

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REQUIREMENTS OF STATE PLANSWHAT AND WHEN

Deadline: June 1, 2015 Plans must meet the following six requirements:

1. Describe and provide documentation of the steps the SEA took to consult with stakeholders.

2. Identify equity gaps.3. Explain the likely cause(s) of the identified equity gaps. 4. Set forth the SEA’s steps to eliminate identified equity

gaps.5. Describe the measures that the SEA will use to evaluate

progress toward eliminating the identified equity gaps. 6. Describe how the SEA will publicly report on its progress

in eliminating the identified gaps, including timelines for this reporting.

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Consultation and Input

CONSULTATION AND INPUTIMPORTANCE OF MEANINGFUL STAKEHOLDER INVOLVEMENT

Critical partners in developing and implementing State Plan

– LEAs– Teachers and principals– Unions– Civil rights groups and community based organizations– Teacher preparation programs– Others

Consult with stakeholders across the state – in rural, urban, suburban and tribal areas

Don’t make it an empty ‘check the box’ exercise

Consult early and often

Provide enough time and explanation to allow for meaningful participation and feedback

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HOW MIGHT AN SEA CONSULT?EXAMPLES

1. Disseminate information on the gaps identified in the data (including how the SEA defined key terms)

2. Pose specific questions to stakeholders, including questions regarding the root causes of existing gaps, possible strategies to address identified gaps, and plans for measuring and publicly reporting progress

3. Share multiple drafts of the State Plan as it is developed

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IDENTIFICATION OF EQUITY GAPS

IDENTIFYING EQUITY GAPS

Equity Gap:– The difference between the rate at which students

from low-income families or students of color are taught by a certain group of educators and the rate at which their peers are taught by that group of educators.

– Example: 7% of teachers in high-poverty schools are in their first

year; 4% of teachers in low-poverty schools are in their first

year Equity gap: 3 percentage points

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IDENTIFYING EQUITY GAPS

Which Gaps?– At minimum, State Plans must identify equity gaps related to

inexperienced, unqualified, and out-of-field teachers and may supplement with additional gaps to align with SEA’s priorities

– SEAs must define these terms with specific data metrics but have discretion in choosing the definition

Example: could define inexperienced as teachers in first year

– SEAs may define “unqualified” as those who have been rated ineffective by educator evaluation and support systems.

– Students from low-income families and students of color

Example: an SEA might use three metrics to identify gaps First year teachers (inexperience); teachers rated as

ineffective (unqualified), and teachers not deemed “Highly Qualified Teachers” (out-of-field)

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WHAT DATA TO USE?

Use most recent available data on each metric the SEA chooses to use to identify gaps

Student level data is ideal – allows analysis of access to excellent educators within schools as well as across schools

School level data allowed

Sources of Data States know their available sources best; FAQs list

suggestions Optional: consider the data file the Department sent

on November 10, 2014. Webinar on December 9, 2014 for SEA data staff.

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EXPLANATION OF EXISTING EQUITY GAPS

ROOT CAUSE ANALYSIS What? Identification of underlying causes of

equity gaps

Why? Allows the State to identify appropriate strategies to close the gaps

When? After identifying equity gaps; before identifying strategies to address those gaps

How? Examine multiple sources of data including quantitative data or statistics, input from stakeholders, research by experts, and lessons learned in other States or districts

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ROOT CAUSES OF EQUITY GAPSEXAMPLES

Possible root causes of equity gaps:a. lack of effective or stable school leadershipb. poor working conditionsc. lack of a comprehensive human capital strategy focused on

ensuring equitable access in hardest to staff schools No retention strategy aimed at keeping effective teachers Reliance on teachers hired after the school year has

started Insufficient supply of well-prepared educators Insufficient development and support for educators Insufficient or inequitable salary and compensation policies

Likely to be different across geographic contexts (rural, urban, suburban) and school level (elementary, middle, high)

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Strategies

HOW TO ADDRESS INEQUITABLE ACCESSSTRATEGIES

Strategies are determined by the SEA and its stakeholders

Strategies should be:

– Evidence based;– Responsive to root causes; and– Targeted to the schools or districts driving

equity gaps– Note: it is ok to focus strategies on a select number of

LEAs or schools

Include ambitious but realistic timelines for each strategy, including sources of funds and other resources needed for implementation

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HOW TO ADDRESS INEQUITABLE ACCESSEXAMPLE

An SEA identifies a gap in access to teachers rated as highly effective for its low-income students:

– 12% of teachers in its lowest poverty quartile schools are rated as highly effective; only 6% in its highest poverty quartile schools

The SEA determines that one root cause is that the highest poverty quartile schools have an inadequate supply of candidates from which to hire

The SEA, in consultation with LEAs and IHEs, adopts 2 strategies designed to address the root cause:

– Focus teacher prep programs on teaching in high poverty schools,

– Strengthen recruiting tools available to highest poverty schools

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HOW TO ADDRESS INEQUITABLE ACCESS Some strategies best accomplished at SEA level

Others best accomplished at LEA level. In this case, include plan to engage LEAs in action:

– Highlight and share promising practices and relevant data

– Facilitate cross-district collaboration

– Ensure Title I LEAs are taking steps to carry out their assurance that students from low-income families and students of color are not taught at higher rates by unqualified, out-of-field, or inexperienced teachers (ESEA sec. 1112(c)(1)(L))

– Issue a State rule requiring an LEA with any of the State’s highest poverty or highest minority schools to:

Publish data on access to excellent educators in those schools, and

Develop plans to improve access in those schools 17

FUNDING STATE AND FEDERAL SUPPORT

Consider providing additional State funds to LEAs with highest-poverty & highest-minority schools for this work

Many sources of federal funds can be also be used:

– Improving Basic Programs Operated by LEAs (ESEA Title I, Part A)

– Improving Teacher Quality State Grants (ESEA Title II, Part A)

– English Language Acquisition, Language Enhancement, and Academic Achievement Act (ESEA Title III, Part A)

– School Improvement Grants (SIG) (ESEA, Title I)– Individuals with Disabilities Education Act (IDEA, Part B)– Competitive programs

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Measuring and Reporting Progress

MEASURING & REPORTING PROGRESSTRACKING EQUITABLE ACCESS

Describe the method and timeline the SEA will use to measure progress in eliminating equity gaps

– The Department suggests setting long term goals and annual targets

– Consider measuring and reporting progress in addressing root causes as well as equity gaps

Example: track # applicants per opening at highest poverty schools if inadequate supply was identified as a root cause for gap in access to teachers rated as highly effective.

Describe how the SEA will publicly report on progress

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Additional Resources

HELP WITH STATE PLANSRESOURCES AVAILABLE FOR CREATION AND IMPLEMENTATION

Equitable Access Support Network: – Convenings, webinars, and state-specific supports,

including voluntary review of draft plans– EASN@ed.gov

Center on Great Teachers and Leaders– Equitable Access Toolkit (Stakeholder engagement

guide, data analysis tool, root cause workbook, sample plan)

– gtlcenter@air.org

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Questions

THANK YOU