1

Arizona’s Families have Supported their Children

• Territorial Normal School, Established 1885• Tempe Normal School, Established 1901• Tempe State Teachers’ College, Established 1925• Arizona State University, Established 1959

Normal School, Opening Day, February 8, 1886Professor H. B. Farmer and students, 1887Source: UP UPC ASUG O63 #13, University Archives

2

Has the need for

quality teachersand

ASU’s responsivenessto the challenges

facingArizona’s families

diminished?

Now at the advent of this new century—

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Arizona’s School Age Population

• 859,218 (93.3%) in 1,412 schools in 232 districts

• 61,782 (6.7%) in 383 charter schools

• 52,871 in 335 private and parochial schools (1999-2000)

• 17,471 home-schooled (2001-02)

Public School Students, K-12, 2001-02

Private and Home School Students, K-12

Source: U.S. Department of EducationNational Center for Education Statistics, 1999-2002

4

Student Achievement—

Approximately1 out of 5 Arizona K-12 students scored“at or above proficient” levels.

YearAt or Above Proficient

20024th grade 21%8th grade 23%

20024th grade 16%8th grade 20%

20004th grade 17%8th grade 21%

20004th grade 22%8th grade 24%

SCI ENCE

Subject/ Grade

READI NG

WRI TI NG

MATH

Arizona’s NAEP Report Card

Source: U.S. Department of Education

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Arizona’s (Measure of Academic Progress) School Achievement Profile

Source: Arizona Department of Education (ADE), 2002

Number Percent

Apache 31 14 45%Cochise 48 4 8%Coconino 42 5 12%Gila 25 12 48%Graham 14 3 21%Greenlee 8 2 25%La Paz 9 2 22%Maricopa 623 130 21%Mohave 41 7 17%Navajo 52 12 23%Pima 203 33 16%Pinal 50 17 34%Santa Cruz 18 7 39%Yavapai 62 11 18%Yuma 38 11 29%Total 1,264 270 21%

CountyTotal

Number of Schools

Underperforming Schools

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Student Achievement— High School Graduation RatesOverall, only 7 out of 10 Arizona students are completing high school in four years.

Source: Arizona Department of Education (ADE), 2001

2001 Cohort

Class Membership

Four Year Graduation

RateApache 1,019 74.6%Cochise 1,560 76.3%Coconino 1,831 68.7%Gila 785 62.7%Graham 478 72.6%Greenlee 130 90.8%La Paz 208 72.6%Maricopa 35,062 71.5%Mohave 1,757 63.1%Navajo 1,696 78.7%Pima 9,463 68.4%Pinal 1,761 64.7%Santa 672 75.9%Yavapai 1,983 65.1%Yuma 1,962 77.6%

Arizona 60,367 70.8%

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Number Receiving Bachelor’s Degree or Higher Degree

Overall, only 1 in 4 Arizona adults of age 25 and above have achieved a Bachelor’s degree or higher degree.

AreaPopulation Age 25 and

overNumber Percent

Apache 36,217 4,110 11%Cochise 75,774 14,247 19%Coconino 65,976 19,758 30%Gila 35,150 4,870 14%Graham 19,302 2,284 12%Greenlee 5,207 635 12%La Paz 14,389 1,250 9%Maricopa 1,934,957 500,881 26%Mohave 109,347 10,855 10%Navajo 54,215 6,661 12%Pima 546,200 146,108 27%Pinal 119,102 14,177 12%Santa Cruz 22,445 3,402 15%Yavapai 120223 25405 21%Yuma 97680 11569 12%Arizona 3,256,184 766,212 24%

Bachelor's Degree or Higher

Source: Arizona Department of Economic Security U.S. Census, 2000

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ASU’s Call to Action

• supporting Early Childhood Education• supporting Teachers• supporting Educational Leaders• supporting Students, Schools, and Families

University Pre K-12 Partnerships

Arizona State University will work with Pre K-12, public, and private sector partners to deliberately and strategically engage in efforts that will enhance academic performance of Arizona’s students.

ASU is committed to responsibility and leadership with regard to Arizona’s Pre K-12 education by:

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Importance of Early Childhood Education

Source: National Research Council, (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, D.C.: The National Academies Press

• had higher academic achievement throughout primary grades and young adulthood

• had less placement in Special Education• had fewer negative interactions with the juvenile

justice system• completed more years of education• were more likely to attend college

Early childhood education can make a critical difference in the later success of poor children.

Research has shown that children who participated in early intervention programs. . .

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ASU Prepares Early Childhood Educators

ASU will expand partnershipswith Head Start and community agencies

and place 50% of prepared educatorsin high need communities

to advance Early Childhood efforts.

1993-2003 603 Early Childhood Educators (Average 60 / year)

Action Prepare 120 / year 100% Increase

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ASU Supports Early Childhood Education

Infant Child Research Programs— university-wide initiatives promote the integration of science into early childhood practices through cutting edge research, discovery, dissemination, and the training of interdisciplinary personnel and parents.

Nationally and internationally renowned faculty members form a critical mass of early childhood education scholars and teachers and includes the Nadine Basha endowed Chair in Early Childhood Education.

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Importance of High Quality Teachers

“The quality of teacher preparation accounts for 40% to 60% of the total variance in achievement after taking students’ demographics to account.” (Darling-Hammond, 2000)

In 2001-02, 96% of ASU’s teacher certification candidates passed the

Elementary and Secondary Professional Knowledge Arizona Educator Proficiency Assessments

(AEPA) in their first attempt.

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Is There a Teacher Shortage in Arizona?

Arizona does not presently havean overall shortage of teachers

with approximately1.2 applicants for every opening.

The January 2003, the ASU Morrison Institute report concluded that

a delicate balance existsbetween teacher demand and supply.

Source: Morrison Institute for Public Policy, ASU, 2003

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Projections for Teachers Needed in Arizona, 2009-10

Difference Between Teachers Needed in Arizona Counties 2009-10 and Teachers Employed in 2001-02

Additional Minimum Number of Teachers Needed by 2010:

11,384

Source: Morrison Institute for Public Policy, ASU, 2003

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ASU Prepares K-12 Teachers

1993-2003 10,063 New Teachers (Average 1,000 / year)

Action Prepare 1,500 / year50% Increase

ASU will expand partnerships with K-12and place 50% of prepared educators

in high need communitiesto advance academic achievement.

Source: ASU Data Warehouse

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ASU Prepares and Supports K-12 Teachers

ASU will enhance existing and create newPathways to Teacher Education and Retention by:

• Increasing participation in ongoing programs(Ranked in Top 10 Public Graduate Colleges of Education byUS News and World Report)

• Enhancing Post-Baccalaureate programs

• Creating condensed 4 year alternativesthroughout the University

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ASU Prepares and Supports K-12 Teachers

ASU will enhance existing and create newPathways to Teacher Education and Retention by:

• Creating Summer Intensive Academies

• Expanding existing and creating new Teacher Induction and Retention programs

Efforts will include:• Scholarships support

• State Teacher Reserve Program• Everyone Can Become a Teacher

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ASU Prepares and Supports K-12 Teachers

A few of ASU’s ongoing programs:

The Urban Teacher Corps combines efforts of10 Pre K-12 districts with Maricopa County Community Colleges and ASU to prepare teachers for high need schools.

Native American Indian Programs• American Indian Programs — ASU East program collaborates

with tribal communities to improve higher education opportunities for Americans Indians, “pipeline” for teaching and other careers.

• Dine Teacher Education Program — ASU Main partnership teacher preparation program (Bachelors & Masters) with Dine College.

• Indigenous Teacher Preparation Program — ASU Main program prepares elementary teachers to work in local schools with American Indian populations.

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ASU Supports Beginning Teachers

—Beginning Educator Support Team

What is the impact of ASU’s BEST teacher induction program?

Teacher RetentionDo you plan to return to teaching next year?

ASU BEST model adopted in six other states(VA, PA, TX, IA, CO, and MI)

# %Teachers - 2003 487 97.2%Teachers - 2002 606 97.0%Teachers - 2001 273 96.8%

BEST Participants

Yes

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ASU Supports National Board Teacher Certification

Arizona State University has addressed, in part, the pressing need for highly qualified teachers by recruiting and supporting teacher candidates for National Board Certification. (Numbers increased from 1 national board certified teacher in 1996 to 146 in 2003.)

The ASU Bank of America Exemplary Teachers for Arizona Project has prepared national board certification candidates with a phenomenal74% pass rate compared to a national rate of 50%.

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Importance of Educational Leadership

42% turnover rate nationally of elementary principals projected to continue in the next decade.

Challenges with school accountabilityto improve student performance andmeet all the NCLB standards for schools call for highly qualified educational leaders.

Source: National Association of Elementary School Principals (NAESP)

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ASU Prepares Educational Leaders

1993-2003 367 Educational Leaders (Number of Doctor of Education degrees granted in

Educational Leadership and Superintendent, Principal Certifications)

(Average 40 / year)

Action Prepare 100 / year 150% Increase

ASU will expand partnerships with K-12and place 50% of prepared administrators

in high need communitiesto advance academic achievement.

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ASU Prepares and Supports Educational Leaders

• increasing the number of Educational Administrative Leaders

• creating an Arizona Educational Leadership Institute

• creating a Teacher Leadership Certificate Program

• creating a Navajo Educational Leadership Program

• offering Leadership Academies

ASU will enhance existing and create newprograms to prepare and support Educational Leaders by:

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ASU Supports Educational Leaders

A few of ASU’s ongoing support programs:

•Dynamic Educational Leadership for Teachers and Administrators —D.E.L.T.A. Doctoral Program (Main) (3 cohorts since 1999 have included 175 leaders)

•Leadership for Educational Entrepreneur’s Program —Charter School Leadership (West) – (25 leaders in pilot year)

•Navajo School Administrators Program —Joint initiative with the Navajo Nation (Main) – (initially 25 leaders) (prepare certified Navajo school leaders & provide scholarships)

•Leadership Program for Educational Leaders —Masters Cadres (Main and East) – (100 leaders)

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Importance of Supporting Pre K-12 Students, Schools, & Families

Comprehensivein-school

andout-of-schoolresourcesprovided by

multiplefamily, public, and private sector partners

lead toenhanced student academic achievement.

Source: Prospects Study, U.S. Department of Education

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ASU Supports Pre K-12 Students, Schools, & Families

The natural relationship between kidsin the Pre K-12 community and ASU

is evidenced everyday in communities, schools and campuses—East, West, and Main.

Sports ArtsScience Engineering Business,

Architecture LawHumanities Sociology Nursing Justice Studies

ASU’s commitment to Pre K-12 students is broader and deeper than the efforts of

the College of Education or any single entity.

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ASU Supports Pre K-12 Students, Schools, & Families

• ASU Stardust Center for Affordable Homes and the Family —start-up grant from Stardust Foundation

• ASU Office of Youth Preparation —offers programs for talented youth, summer transition programs, teacher tools, math and writing programs for students

• ASU Intel After School Partnerships —academic support for Arizona’s students via community agencies, Boys and Girls Clubs, YMCA, YWCA, etc.

• ASU Mars Education Program —direct interaction between K-16 teachers, students, families, and scientists and engineers in the NASA Mars Exploration Programs

• ASU Rodel Community Scholars Program —develop civic leadership in Business College Rodel scholars to address social issues such as the drop out problem

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ASU’s Critical Domains for University School Partnerships

Action Results

Significantly increase the number ofearly childhood educators prepared

Expand partnerships with Head Start & Community-basedCorporate partners to advance early childhood education

Teachers Significantly increase the number ofK-12 teachers prepared

Enhance existing programs & createnew pathways to teacher education & retention

Leaders Significantly increase the number ofeducational administrative leaders

Enhance existing programs & createnew leadership institutes, academies

Create opportunities for academic supportof Arizona students via community agencies

Enhance ongoing partnerships with private and corporateagencies such as Stardust, Rodel, Intel, etc.

Students, Schools, & Families

50% increase

50% gains in student achievement

Critical Domains

100% increase

150% increase

Early Childhood Education

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ASU Strengthens University – Pre K-12 Relationships

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Final Notes

Contact:Eugene E. Garcia

Vice President, University-School PartnershipsDean, College of Education

Arizona State University

Email: eugene.garcia@asu.eduhttp://coe.asu.edu/

Payne 104, PO Box 870211Tempe, AZ 85287-0211

Ph: 480.965.1329 Fax: 480.965.6231

Embracing Infinite Possibilities

http://azeducation.asu.edu/

(Adapted from Esmé Raji Codell’s Educating Esmé)