Education Week - March 4, 2015 - (Page 9)
N.Y. Study Finds More Top Students Hired as Teachers
New educators have higher SAT scores
By Sarah D. Sparks
Washington
The academic strength of new
teachers has been getting better, not
worse, for the last decade, according
to a new longitudinal study of educators
in New York state.
Moreover, academically strong
teachers are becoming more equitably
distributed across all public
schools-both high- and low-poverty-that
serve the Empire State's
2.7 million public K-12 students.
"We find increasing academic
ability of individuals entering
teaching," said Luke C. Miller, a coauthor
of the study and a research
assistant education professor at
the University of Virginia, at a research
symposium here last month
at the National Center for Analysis
of Longitudinal Data in Education
Research. "We believe this is a signal
that the status of the teaching
profession is increasing."
Mr. Miller and researchers from
the University of Albany, Stanford
University, North Carolina State
University, and the University of
Virginia studied administrative
data from 1986 to 2010 on New
York teachers.
The researchers found broad improvements
over that time period
in the average combined mathematics
and language scores on
the sat college-entrance exam for
newly certified and newly hired
teachers, as well as increases in
the selectivity of the colleges to
which they were admitted before
they were certified. The average
teacher hired in New York in 2010
had scores more than 25 percent
higher than in 1999, and in New
York City alone, the portion of new
teachers who scored in the top
third of sat takers nationally rose
from about 20 percent in 2000 to
nearly 40 percent a decade later.
Not Just a 'TFA Effect'
Even though students take the sat
before college, researchers use sat
scores as a uniform way to measure
the academic strength of teachers
from different schools and preparation
programs across the state.
The average combined sat scores
of teachers in the poorest 20 percent
of schools rose by more than half of
a standard deviation from 2000 to
2010, growing more than twice as
fast as teachers in the wealthiest
20 percent of schools.
"This is not purely a [Teach for
America] effect," Mr. Miller noted.
While New York City public schools
do use teachers from alternativecertification
programs like tfa and
the New York City Teaching Fellows,
which tend to recruit students from
selective universities, the teachers
entering from traditional teacherpreparation
programs increased their
average performance on the sat by 17
percent. And overall more teachers
hired by districts had attended selective
colleges in 2009 than in 2000.
The study builds on 2013 research,
ger gains in sat performance than
teachers of other subjects and racial
backgrounds, though the scores were
higher for teachers of all groups.
While Mr. Miller said the improvements
suggest teaching is becoming
more attractive as a career for top
college graduates-who might be top
students because of a greater internal
drive, and thus might try harder to get
teaching jobs once certified-there is
also evidence that school districts in
many areas have become significantly
more choosy in whom they hire.
Careful Hiring
In the New York study, state teachers
newly certified in 2010 had scores
9 percent of a standard deviation
higher than those certified in 1999,
but teachers actually hired by districts
in the state in 2010 had scores more
than 27 percent of a standard deviation
higher, suggesting schools had
tighter requirements for new teachers.
"The increased pressure that hiring
officials are feeling with regard
individuals and teachers certified."
A separate study by Mr. Goldhaber
and his colleagues at the University
of Washington found the Spokane
public school system boosted not
only the value-added effectiveness of
its teachers, but also the likelihood
that they would stay with the school
district, through an intensive screening
process for new hires.
In Spokane, would-be teachers are
scored on a 21-point rubric to join
the district applicant pool, and then
screened on a 60-point rubric to be
chosen for interviews at individual
schools.
As part of an ongoing partnership
with the district, the researchers
tracked 2,700 teachers applying for
538 positions from 2008-09 through
2012-13, comparing teachers' ratings
on both rubrics to their eventual effectiveness
and retention in the district.
They used errors in the calculation-
times when a reviewer incorrectly
added up points on a rubric, for example-to
judge whether a candidate's
screening score affected whether or
EDUCATION WEEK | March 4, 2015 | www.edweek.org | 9
which found that the average sat
percentile of U.S. teachers declined
from 45 in 1994 to 42 in 2001, but
then rose to 50 in 2009. That study,
by Daniel Goldhaber, the director
of the Center for Education Data &
Research at the University of Washington
Bothell, and Joseph Walsh, a
University of Washington Seattle sociologist,
used data from the federal
Baccalaureate and Beyond study,
but was unable to identify more detailed
trends in teachers.
Raising the Bar
In the early 2000s, New York state
barred most temporary teaching
licenses and tightened criteria for
regular licenses. Then, in 2005, new
federal rules required all teachers to
be "highly qualified," including having
a bachelor's degree and courses in
the content areas they teach.
"We know teachers matter a lot in
terms of student achievement,"said
Thomas E. Wei, a senior research scientist
at the U.S. Department of Education's
National Center for Education
Evaluation who was not part of
the study. He said the need to boost
incoming teachers' academic skills
is urgent, both because experienced
teachers are retiring, and because recent
attempts to improve schools by
replacing less effective teachers pose
a "bodies problem."
"Do we have enough bodies in the
pool who would be better?" he said.
Teachers in high-need subjects
like math and science, and black
and Hispanic teachers, had big"
We
believe this is a signal that the status of the
teaching profession is increasing."
LUKE C. MILLER
University of Virginia
TEACHER SCORES AT LOW-, MIDDLE-, HIGH-POVERTY SCHOOLS
Researchers translated teachers' average SAT scores into standardized combined math and
verbal SAT scores so that the mean score was equal to zero. They then compared the average
scores of entering teachers at high-, middle-, and low-poverty schools over a 15-year period.
Until 2004, the average entering teacher hired at the poorest schools had below-average
combined math and verbal SAT scores, but those scores had increased dramatically by 2010,
narrowing the gap with the scores of teachers at the wealthiest schools.
.6
The 20 percent of New York schools with the highest concentration of students in poverty
The middle 20 percent of New York schools in terms of student poverty
The 20 percent of schools with the lowest concentration of poverty
.4
0.239
.2
0.087
0.124
0
-0.021
-0.047
-.2
1985
1990
1995
2000
Certification Cohort
SOURCE: "Who Enters Teaching: Encouraging Evidence That the Status of Teaching Is Improving,"
Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research
to all this school and district accountability,
that has changed the
way they are hiring," Mr. Miller said.
"That is more likely to be driving
the increasing gap between hired
not she or he was hired. The researchers
found candidates with higher
scores on Spokane's screening were
more likely to be hired and effective
both in the district or in other districts
if they went elsewhere.
Tennille Jeffries-Simmons, Spokane's
chief human resources officer,
said analyzing the screening process
has allowed the district to cut hiring
time by 25 percent, in part by asking
questions on the 60-point rubric
earlier in the hiring process and by
requiring all letters of recommendation
to be confidential.
"Instead of speaking in code about
someone's growth potential ... the
administrators can be honest about,
'Don't hire this person,' or 'This person
will likely be where you want
them to be in a year or so.' "
So far, the screening rubrics
do predict how successful teachers
will be in at least two areas.
Teachers who scored 7 to 8 points
higher on the 60-point rubric were
3 percentage points less likely
to leave the district, and their
students scored higher in both
math and reading on state tests.
Scan this tag with your
smartphone for links to
"Who Enters Teaching?
Encouraging Evidence That
the Status of Teaching Is Improving." and
"Screen Twice, Cut Once: Assessing the
Predictive Validity of Teacher Selection
Tools." www.edweek.org/links
The INSIDE SCHOOL RESEARCH
blog tracks news and trends on
this issue. www.edweek.org/go/
insideschoolresearch
2005
2010
0.328
0.284
0.464
-0.064
Standardized Combined SAT Score
http://www.edweek.org/links
http://www.edweek.org/go/insideschoolresearch
http://www.edweek.org/go/insideschoolresearch
http://www.edweek.org/go/21Trends
http://www.edweek.org/go/21Trends
http://www.edweek.org
Table of Contents for the Digital Edition of Education Week - March 4, 2015
Study: Twitter Fanned Debate On Standards
Police Body Cameras Surfacing in Schools
Tracing Hillary Clinton’s K-12 Record
Boys-Only Programs Raise Legal Concerns
DIGITAL DIRECTIONS: Simulation Game on Slave Experience Provokes Questions
Education Week - March 4, 2015
Contents
News in Brief
Report Roundup
Rewrite of Framework for AP U.S. History Raises More Hackles
Blogs of the Week
Chicago’s Emanuel Forced Into Runoff
N.Y. Study Finds More Top Students Hired as Teachers
Deeper Look at Suspension Data Pinpoints Big Disparities
House Wrestles With Bill to Rewrite No Child Left Behind Act
Partisan Winds Loom For Some GOP Governors
Blogs of the Week
State of the States
PAUL T. HILL & ASHLEY JOCHIM: Beyond Chartering
MATTHEW MUENCH: Making ‘Innovation’ Live Up to Its Hype
JOHN MANNES: The Fault in Our School Boards
Letters
TopSchoolJobs Recruitment Marketplace
DAVID FINLEY: Teacher Tenure: An Innocent Victim of Vergara v. California
Education Week - March 4, 2015
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