Soledad Ortúzar and Carolina Flores, CEPPE at Catholic University of Chile … Annual Meeting/AERA...
1
This study aims to describe the distribution of teachers across different schools in Chile. We examine the sorting of teachers with different (i) family socioeconomic background, (ii) educational performance, and (iii) quality of preservice teacher education. Based on a recent, nationally representative survey of teachers, we focus on how teacher sorting unfolds across more or less socioeconomically vulnerable schools. Our findings show a consistent sorting of teachers that augments educational inequality. More vulnerable schools systematically receive teachers from lower family socioeconomic backgrounds, with poorer prior educational performance, as well as teachers with potentially less rigorous teacher training. These results are particularly relevant to the current debate about vulnerable schools’ capacity to recruit and retain high quality teachers. ABSTRACT Massive expansion of primary teacher preparation programs o 86% increase in period 2002 - 2007 o Limited quality and weak regulation of new teacher education programs Particular context of Chilean teachers o Teachers’ career trajectories characterized by low turnover; and lower salaries and prestige than other professionals o Teaching as a key avenue for social mobility: 70% of preservice graduates in 2009 were first generation of college graduates in their families Limited evidence regarding the distribution of different teachers across different schools CONTEXT These findings document a pattern of teacher sorting across schools that reinforces educational inequality for low SES schools are more likely to have teachers who: o Attended more vulnerable high schools o Exhibit lower academic performance prior to entering college o Enrolled in less selective postsecondary institutions o Are not well evaluated by principals and supervisors This pattern of teacher sorting heightens inequality because low SES schools need highly trained and effective teachers who can deal with more challenging work conditions. o This survey shows that compared to their peers in high SES schools, teachers in low SES schools report more often report being victims of students’ insults, threats, and overall violence These findings support the need to implement programs and incentives that would allow low SES schools to recruit and retain good quality teachers o The majority of supervisors and principals report that teacher-related policies are “the most important” actions to improve education in their schools o While principals in low SES schools emphasize the need to improve preservice programs, principals in high SES school emphasize professional development SUMMARY AND CONCLUSIONS CONTACT Teacher Sorting Across Schools in Chile: Variation in Teachers’ Background and Education Soledad Ortúzar and Carolina Flores, CEPPE at Catholic University of Chile Carolina Milesi, NORC at the University of Chicago and CEPPE Random sample of schools of different institutional types and socioeconomic status from urban municipalities of different size Self-administered surveys completed in 2010: o All teachers who teach math and/or language at the elementary level o Principals and teacher supervisors DATA “INICIA” TEST SCORES OF PRESERVICE INSTITUTION BY SES OF CURENTSCHOOL MOST IMPORTANT POLICY ACTION TO ENHANCE EDUCATION IN THIS SCHOOL IS TO IMPROVE… Carolina Milesi: [email protected] Soledad Ortúzar: [email protected] Carolina Flores: [email protected] Teachers, supervisors and principals who work in schools with low and middle-low socioeconomic status: o Are more likely to have graduated from a public high school o Are more likely to have attained lower scores in the college entrance exam (PAA/PSU) Evidence of systematic sorting for all three categories of educators: o Educators with lower levels of accumulated human capital are systematically overrepresented in low socioeconomic schools SORTING ACROSS SCHOOLS IS NOT LIMITED TO TEACHERS SCORES IN COLLEGE ENTRANCE EXAM BY SES OF CURRENT SCHOOL NEW TEACHERS’ PERCEPTION OF “EXCELLENT” PRESERVICE PREP TYPE OF HIGH SCHOOL ATTENDED BY SOCIOECONOMIC LEVEL (SES) OF CURRENT SCHOOL PREPARATION TO TEACH CLASSES IN THIS SCHOOL IS “GOOD” OR “VERY GOOD” 29% 8% 26% 9% 12% 31% Group 1 (highest performance) Group 4 (lowest performance) Disciplinary pedagogical knowledge Disciplinary content knowledge Practical experience with students Low-Middle low school SES High-Middle high school SES Low-Middle low school SES High-Middle high school SES SUPERVISORS PRINCIPALS 60% 85% 57% 88% 51% 42% 73% 67% 81% 65% 43% 52% 15% 16% 16% 15% 6% 7% 13% 16% 3% 20% Low-Middle low school SES High-Middle high school SES Low-Middle low school SES High-Middle high school SES Low-Middle low school SES High-Middle high school SES "NEW" TEACHERS SUPERVISORS PRINCIPALS Public school Private-voucher school Private-paid school 32% 19% 30% 9% 27% 9% 43% 39% 39% 42% 41% 26% 18% 28% 25% 28% 27% 34% 7% 14% 7% 21% 5% 31% Low-Middle low school SES High-Middle high school SES Low-Middle low school SES High-Middle high school SES Low-Middle low school SES High-Middle high school SES "NEW" TEACHERS SUPERVISORS PRINCIPALS 550 or less 551-600 601-650 651 or more High-Middle high school SES Low-Middle low school SES 18% 4% 14% 14% 49% 48% 19% 34% Group 4 (lowest performance) Group 3 Group 2 Group 1 (highest performance) Who takes INICIA? Graduates of elementary teaching education programs that have volunteered to participate in this evaluation 28% 31% 48% 32% 21% 38% 26% 42% 30% 11% 16% 17% Low-Middle low school SES High-Middle high school SES Low-Middle low school SES High-Middle high school SES SUPERVISORS PRINCIPALS Disciplinary specialization of elementary school teachers Professional development programs for current teachers Preservice teacher education programs Number of individuals Number of schools Number of individuals Number of schools Teachers 2,000 282 1,910 268 "New teachers": Age 40 or less 772 259 739 245 40+ years old 1,056 266 1006 253 Principals 249 249 240 240 Supervisors 283 282 265 251 Sample Analytic sample: Public and private- voucher schools
Transcript of Soledad Ortúzar and Carolina Flores, CEPPE at Catholic University of Chile … Annual Meeting/AERA...
This study aims to describe the distribution of teachers
across different schools in Chile. We examine the sorting
of teachers with different (i) family socioeconomic
background, (ii) educational performance, and (iii) quality
of preservice teacher education. Based on a recent,
nationally representative survey of teachers, we focus on
how teacher sorting unfolds across more or less
socioeconomically vulnerable schools. Our findings show a
consistent sorting of teachers that augments educational
inequality. More vulnerable schools systematically receive
teachers from lower family socioeconomic backgrounds,
with poorer prior educational performance, as well as
teachers with potentially less rigorous teacher training.
These results are particularly relevant to the current
debate about vulnerable schools’ capacity to recruit and
retain high quality teachers.
ABSTRACT
Massive expansion of primary teacher preparation
programs
o 86% increase in period 2002 - 2007
o Limited quality and weak regulation of new teacher
education programs
Particular context of Chilean teachers
o Teachers’ career trajectories characterized by low
turnover; and lower salaries and prestige than other
professionals
o Teaching as a key avenue for social mobility: 70% of
preservice graduates in 2009 were first generation of
college graduates in their families
Limited evidence regarding the distribution of different
teachers across different schools
CONTEXT
These findings document a pattern of teacher sorting
across schools that reinforces educational inequality for
low SES schools are more likely to have teachers who:
o Attended more vulnerable high schools
o Exhibit lower academic performance prior to entering
college
o Enrolled in less selective postsecondary institutions
o Are not well evaluated by principals and supervisors
This pattern of teacher sorting heightens inequality
because low SES schools need highly trained and
effective teachers who can deal with more challenging
work conditions.
o This survey shows that compared to their peers in
high SES schools, teachers in low SES schools report
more often report being victims of students’ insults,
threats, and overall violence
These findings support the need to implement programs
and incentives that would allow low SES schools to
recruit and retain good quality teachers
o The majority of supervisors and principals report that
teacher-related policies are “the most important”
actions to improve education in their schools
o While principals in low SES schools emphasize the
need to improve preservice programs, principals in
high SES school emphasize professional development
SUMMARY AND CONCLUSIONS
CONTACT
Teacher Sorting Across Schools in Chile: Variation in Teachers’ Background and Education Soledad Ortúzar and Carolina Flores, CEPPE at Catholic University of Chile
Carolina Milesi, NORC at the University of Chicago and CEPPE
Random sample of schools of different institutional
types and socioeconomic status from urban
municipalities of different size
Self-administered surveys completed in 2010:
o All teachers who teach math and/or language at the
elementary level
o Principals and teacher supervisors
DATA
“INICIA” TEST SCORES OF
PRESERVICE INSTITUTION BY SES OF
CURENTSCHOOL
MOST IMPORTANT POLICY ACTION
TO ENHANCE EDUCATION IN THIS
SCHOOL IS TO IMPROVE…
Carolina Milesi: [email protected]
Soledad Ortúzar: [email protected]
Carolina Flores: [email protected]
Teachers, supervisors and principals who work in
schools with low and middle-low socioeconomic status:
o Are more likely to have graduated from a public high
school
o Are more likely to have attained lower scores in the
college entrance exam (PAA/PSU)
Evidence of systematic sorting for all three categories of
educators:
o Educators with lower levels of accumulated human
capital are systematically overrepresented in low
socioeconomic schools
SORTING ACROSS SCHOOLS IS NOT
LIMITED TO TEACHERS
SCORES IN COLLEGE ENTRANCE EXAM
BY SES OF CURRENT SCHOOL
NEW TEACHERS’ PERCEPTION OF
“EXCELLENT” PRESERVICE PREP
TYPE OF HIGH SCHOOL ATTENDED
BY SOCIOECONOMIC LEVEL (SES) OF
CURRENT SCHOOL
PREPARATION TO TEACH CLASSES
IN THIS SCHOOL IS “GOOD” OR
“VERY GOOD”
29%
8%
26%
9%
12%
31%
Group 1(highest performance)
Group 4(lowest performance)
Disciplinary pedagogical knowledge
Disciplinary content knowledge
Practical experience with students
Low-Middle low school SES
High-Middle high school SES
Low-Middle low school SES
High-Middle high school SES
SU
PE
RV
ISO
RS
PR
INC
IPA
LS
60%
85%
57%
88%
51%
42%
73%67%
81%
65%
43%
52%
15%16%
16%
15%
6% 7%13%
16%
3%
20%
Low-Middle lowschool SES
High-Middlehigh school
SES
Low-Middle lowschool SES
High-Middlehigh school
SES
Low-Middle lowschool SES
High-Middlehigh school
SES
"NEW" TEACHERS SUPERVISORS PRINCIPALS
Public school Private-voucher school Private-paid school
32%
19%
30%
9%
27%
9%
43%
39%
39%
42%
41%
26%
18%
28%
25%
28%
27%
34%
7%14%
7%
21%
5%
31%
Low-Middle lowschool SES
High-Middlehigh school
SES
Low-Middle lowschool SES
High-Middlehigh school
SES
Low-Middle lowschool SES
High-Middlehigh school
SES
"NEW" TEACHERS SUPERVISORS PRINCIPALS
550 or less 551-600 601-650 651 or more
High-Middle high school SESLow-Middle low school SES
18%
4%
14%
14%
49%
48%
19%
34%
Group 4 (lowestperformance)
Group 3
Group 2
Group 1 (highestperformance)
Who takes INICIA?
Graduates of
elementary
teaching education
programs that have
volunteered to
participate in this
evaluation
28% 31%
48%
32%
21%
38%
26%
42%
30%
11%
16% 17%
Low-Middle low schoolSES
High-Middle high schoolSES
Low-Middle low schoolSES
High-Middle high schoolSES
SUPERVISORS PRINCIPALS
Disciplinary specialization of elementary school teachers
Professional development programs for current teachers
Preservice teacher education programs
Number of
individuals
Number of
schools
Number of
individuals
Number of
schools
Teachers 2,000 282 1,910 268
"New teachers": Age 40 or less 772 259 739 245
40+ years old 1,056 266 1006 253
Principals 249 249 240 240
Supervisors 283 282 265 251
Sample Analytic sample: Public and private-
voucher schools
