Getting Better at Teacher Preparation and State Accountability

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    Getting Better at TeacherPreparation and State Accountabilit

    Strategies, Innovations, and ChallengesUnder the Federal Race to the Top Program

    Edward Crowe December 2011

    www.americanprogress.o

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    Getting Better atTeacher Preparationand State AccountabilityStrategies, Innovations, and Challenges

    Under the Federal Race to the Top Program

    Edward Crowe December 2011

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    Contents 1 Introduction and summary 2 Key findings

    3 Recommendations

    8 Overview

    8 Race to the Top program and teacher-education programs

    10 Strong accountability for teacher-preparation programs

    12 District of Columbia

    16 Delaware

    20 Florida

    24 Georgia

    28 Hawaii

    31 Maryland

    35 Massachusetts

    39 North Carolina

    43 New York

    48 Ohio

    52 Rhode Island

    56 Tennessee

    60 Conclusion

    62 Appendix

    64 About the author and acknowledgments

    65 Endnotes

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    Introduction and summary

    A key ocus o he Obama adminisraions Race o he op iniiaive in public

    educaion is o suppor saes ha implemen plans or recruiing, developing,

    rewarding, and reaining eecive eachers and principals, especially where hey

    are needed mos. Race o he op asked saes o adop more vigorous eacher-

    educaion accounabiliy mechanisms and o esablish or expand programs ha

    are successul a producing eecive eachers. 1 Te winners o he compeiive

    grans are required o

    Link suden-achievemen and suden-growh daa o he eachers o hese sudens ie his inormaion o he in-sae programs ha prepare eachers Publicly repor he daa on program eeciveness or each preparaion

    program in he sae Expand eacher-educaion programs and eacher-credenialing opions ha are

    successul a producing graduaes who are eecive eachers

    Since he Cener or American Progress published Race o he op and eacher

    Preparaion: Analyzing Sae Sraegies or Ensuring Real Accounabiliy and

    Fosering Program Innovaion in March 2011, he 12 saes unded by Race o

    he op program in 2010 coninued o implemen heir ambiious agendas. Tis

    paper discusses new inormaion abou he specics o hese saes goals, acivi-

    ies, and challenges as par o our proles o he commimens made by hese

    saes o improve eacher educaion and o srenghen public disclosure and

    accounabiliy o program perormance.

    Te pages ha ollow describe he key ndings in separae proles o he

    12 winners: Delaware, Florida, Georgia, Hawaii, Maryland, Massachusets,

    Norh Carolina, New York, Ohio, Rhode Island, ennessee, and he Disric oColumbia. Ten based on analysis o he winning sraegies, his paper makes

    policy recommendaions direced o he U.S. Deparmen o Educaion, he win-

    ners, and ohers ineresed in eacher qualiy. Beore geting ino he individual

    proles, however, his paper oers a skech o he eacher-preparaion accoun-

    http://www.americanprogress.org/issues/2011/03/pdf/teacher_preparation.pdfhttp://www.americanprogress.org/issues/2011/03/pdf/teacher_preparation.pdfhttp://www.americanprogress.org/issues/2011/03/pdf/teacher_preparation.pdfhttp://www.americanprogress.org/issues/2011/03/pdf/teacher_preparation.pdfhttp://www.americanprogress.org/issues/2011/03/pdf/teacher_preparation.pdfhttp://www.americanprogress.org/issues/2011/03/pdf/teacher_preparation.pdf
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    abiliy policies recommended by he auhor in he Ceners July 2010 publica-

    ion, Measuring Wha Maters: A Sronger Accounabiliy Model or eacher

    Educaion, ollowed by secions on each sae ha describe and analyze sae

    commimens on eacher qualiy and sugges improvemens.

    Proles or each gran recipien draw on videoaped presenaions as par o heRace o he op selecion process made o he U.S. Deparmen o Educaion

    by key sae leaders, including inormaion gleaned rom videoaped quesion-

    and-answer sessions beween he sae eams and proposal reviewers. Aer

    he Race o he op unds were awarded, all 12 winners esablished dedicaed

    websies housing imporan policy papers, requess or proposals o conracors

    and school disrics, iniial dras o design work, meeing agendas, and oher

    inormaion relevan o any analysis o heir work. Tese resources have been

    employed or he analysis ha ollows.

    Te descripions presened in his documen are urher suppored by he win-ning gran proposals and by reviewer noesresources used o produce in-deph

    descripions o each winners approach o he Grea eachers and Grea Leaders

    componen o Race o he op. In each secion, srenghs and weaknesses o he

    proposal and curren work are discussed, along wih commenary and recommen-

    daions argeing policy leaders, ederal ocials, and ohers ineresed in success-

    ul implemenaion o Race o he op sraegies.

    Key findings

    Trough Race o he ops compeiive gran process, saes agreed o improve

    accounabiliy or eacher-educaion programs by adoping and disclosing new mea-

    sures o program perormance. An overview o heir combined eors shows ha

    Persisence in eaching by program graduaes will be disclosed publicly by 5

    o he 12 winners; wo saes, Massachusets and New York, will change heir

    eacher-educaion accounabiliy regulaions and use programwide persisence

    raes or program accounabiliy.

    Six o he 12 winners will employ daa on job placemen o eacher-prep-

    araion program graduaesor public disclosure o program perormance.Massachusets, New York, and Rhode Island plan o use job placemen as an

    accounabiliy measure.

    http://www.americanprogress.org/issues/2010/07/pdf/teacher_accountability.pdfhttp://www.americanprogress.org/issues/2010/07/pdf/teacher_accountability.pdfhttp://www.americanprogress.org/issues/2010/07/pdf/teacher_accountability.pdfhttp://www.americanprogress.org/issues/2010/07/pdf/teacher_accountability.pdf
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    Four recipiens will repor o he public he percenage o each preparaion pro-

    grams graduaes who atain advanced licensure. New York will prohibi ineec-

    ive eachers (as measured by suden-achievemen oucomes) rom advanced

    licensure, and Rhode Island will use he rae a which program graduaes reach

    he nex licensure sep as an accounabiliy measure.

    Suden-achievemen oucomes will be used by all 12 granees or public disclo-

    sure o he eaching eeciveness o program graduaes. Only ve o hemhe

    Disric o Columbia, Maryland, Massachusets, New York, and Rhode Island

    will employ eacher impac on suden achievemen or program accounabiliy.

    Te capaciy and commimen o saes o implemen hese Race o he op acivi-

    ies will deermine success or ailure. Tese consideraions were cenral o he

    proposal review and sae-selecion processes. Poins were awarded or wihheld on

    he basis o reader assessmens o sae capaciy o implemen is proposed plans.

    Oher acors playing a role in he ederal review process or each applican included:

    Te srengh o sae daa sysems Inrasrucure creaed or improved o suppor Race o he op workUse o preparaion-program oucomes relevan o he world o schools and sudensCommimen o geting he work done in a way ha makes a dierence or

    suden learning

    While assessing sae commimen is a judgmen call, his paper cies examples

    where imporan changes are promised and seem likely o happen. I also noes

    weaknesses or areas needing improvemen where hey are ound.

    Recommendations

    As he auhors earlier paper on Race o he op noed, progress on real accoun-

    abiliy or eacher preparaion will be seen when he 12 unded winners have me

    all o heir commimens, srenghened heir capaciy o replace curren oohless

    accounabiliy policies, and aken bold seps o asser heir auhoriy o impose

    real consequences on weak and ineecive programs. Race o he op will be apowerul lever o improve eacher qualiy hroughou he Unied Saes hrough

    he work o unded saes. Te policy recommendaions presened here are drawn

    rom he analysis o sae promises wih he aim o maximizing he poenial or

    change hrough he Race o he op program.

    Race to the Top

    will be a power

    lever to improve

    teacher quality

    throughout the

    United States

    through the wo

    o unded states

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    Develop high-quality state data and reporting systems

    The challenge. All 12 recipiens made commimens o develop or improve daa

    sysems or public disclosure o preparaion-program resuls. Public disclosure

    arge daes vary widely among he saes, and saes will have o develop and pilo

    reliable mehods or measuring suden-achievemen gains and connecing heresuls o individual eachers.

    Policy recommendation. Te ederal governmen and ineresed oundaions

    should suppor an organized program o echnical assisance o enable he saes

    o mee heir commimens. Te goal should be high-qualiy sysems in each o

    he saes, wih uniorm reporing mechanisms making comparisons beween

    programs and across saes easier or he public and or policymakers o use and

    undersand. Te Deparmen o Educaion, sae leaders, and ouside unders

    should encourage cross-sae consoria ocused on daa-sysem developmen,

    eacher-eeciveness research, and applicaion o suden-achievemen andsuden-growh measures so ha we wind up wih rigorous and air judgmens

    abou eacher-educaion programs.

    Pilot stronger measures of preparation-program accountability

    The challenge. Measuring Wha Maters urged all saes and he Disric o

    Columbia o base program accounabiliy on ve indicaors. No winner has

    adoped all ve, and only 5 o he 12 will use eacher eeciveness or preparaion-

    program accounabiliy. Te remaining seven sop a public disclosure.

    Policy recommendation. Te Deparmen o Educaion, he Naional Governors

    Associaion, and educaion-reorm groups should suppor sae and cross-

    sae eors o pilo he ull se o accounabiliy indicaors ha he Cener or

    American Progress recommended in is paper, Measuring Wha Maters. Work

    on hese eacher-qualiy issues in he 12 Race o he op gran recipiens will

    generae srong pressure on he remaining saes o adop meaningul accoun-

    abiliy sandards, creaing new opporuniies hrough echnical suppor and policy

    changes ha lead all saes o adop idenical policies or program accounabiliy.

    In early Ocober, U.S. Secreary o Educaion Arne Duncan announced dra

    eacher-preparaion program reporing sandards under ile II o he Higher

    Educaion Amendmens. Te proposal is or all programs o repor on

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    Te impac o heir graduaes on suden achievemen Feedback survey ndings rom graduaes and rom heir school principalsJob placemen and reenion raes o graduaes

    Measuring Wha Maters recommended all hree indicaors.

    Monitor state performance

    The challenge. No sae has a good record in eacher-educaion program accoun-

    abiliy. Experience wih he ederal Higher Educaion Amendmens, or HEA,

    ile II repor card, which is explained in greaer deail in Measuring Wha

    Maters, shows how litle courage saes have had o conron and close weak

    programs. Te 12 winners promise o do beter hrough heir Race o he op pro-

    posals bu oo ew o hem go beyond promises o public disclosure or prepara-

    ion-program perormance.

    Policy recommendation. Te ederal governmen, educaion unders, sae

    governors, and he mayor o Washingon, D.C., ough o gauge Race o he op

    promises agains acual perormance over he nex ew years, paricularly since

    implemenaion o hese iniiaives is being assigned o sae deparmens o

    educaionagencies no known or heir commimen o high-qualiy educaion

    reorm. Healhy skepicism is a reasonable sance unil we see concree evidence

    o higher sandards, including he volunary or orced closure o many poorly

    perorming eacher-educaion programs in he 12 unded saes.

    In he meanime, he public- and educaion-policy communiies should ge regu-

    lar and candid repors on Race o he op projec implemenaion and is impac

    on preparaion-program oversigh rom he U.S. Deparmen o Educaion and

    rom chie execuives o he unded saes.

    Work to close the gaps in a fragmented accountability system

    The challenge. A big problem wih any sraegy or improving eacher qualiy inhe Unied Saes is he proporion o public-school eachers whose sudens are

    in grades or subjec areas ha do no require sandardized esing or accounabil-

    iy purposes. Esimaes pu his a abou wo-hirds o all eachers in he coun-

    ry. While some saes are developing new suden assessmens or grade levels

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    or subjec areas ha will give hem he capaciy o measure learning oucomes

    or higher percenages o eachers and heir kindergaren-hrough-12h grade

    sudens, ohers have overlooked his signican hole in accounabiliy and school

    improvemen. A relaed concern is ha hundreds o housands o eachers in he

    Unied Saes are prepared o each in a dieren sae rom he one where hey

    obain heir rs eaching job. For 12 saes, including our o he Race o he opgranees, a leas 40 percen o newly ceried eachers were prepared in anoher

    sae. Sae-specic program-accounabiliy sraegies have no addressed prob-

    lems emanaing rom he weaknesses o programs preparing hese eachers.2

    Policy recommendation. Saes, he ederal governmen, and oher groups

    ineresed in improving eacher qualiy and suden perormance should double

    down on eors o develop a much broader array o high-qualiy suden-assess-

    men insrumens. And he only soluion or our ragmened sysem o eacher-

    educaion accounabiliy is o ollow he lead o proessions such as medicine,

    nursing, accounancy, and engineering. Every sae employs he same sysem oaccounabiliy indicaors in hese proessions. One se o common sandards or

    eacher preparaion programs would ensure ha qualiy is dened he same way

    no mater where he program is locaed or where he graduae is employed.3

    Lessons for the next round of Race to the Top proposals

    Tanks o he budge agreemen in April beween Presiden Barack Obama and

    Congress, here will be anoher round o sae Race o he op grans in scal

    year 2012, awarded someime aer Ocober 1, 2011. Based on his assessmen

    o he winners unded in he rs and second compeiions, proposal review-

    ers and ederal ocials should pay more careul atenion o how well he nex

    round o sae submissions deal wih he mos producive leveraging poins or

    real change in eacher qualiy:

    Student-growth models. Every one o he 12 winners promises some mehod

    or using suden achievemen o measure eacher eeciveness, bu he prom-

    ises oen come wih ew deails or wih ew mechanisms o ensure ha a sae

    will acually make eecive use o he daa.

    Preparation-program indicators.All 12 winners promised o do he minimum,

    which is o publicly disclose he eeciveness o preparaion-program graduaes

    State-specifc

    program-

    accountability

    strategies have

    not addressed

    problems

    emanating rom

    the weaknesses

    o programs

    preparing these

    teachers.

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    based on suden learning oucomes, bu real accounabiliy akes more han

    disclosure, and i requires more han one indicaor o perormance.

    State data-system capacity. Te qualiy and useulness o sae daa sysems is

    essenial or success under Race o he op. Indicaors o capaciy vary widely

    among he 12 winners, as described in deail in each o heir proles. Proposalreviewers and ederal ocials should ake a hard look a how he sae dem-

    onsraes is seriousness abou improving capaciy and using he sysem or

    accounabiliy and educaion reorm.

    And finally some good news

    When Presiden Obama submited his scal year 2012 budge o Congress in

    March, i included provisions ha will make a big dierence or he naions

    eacher qualiy and suden-achievemen goals. Te proposal would require alleacher-educaion programs in he counry o repor heir perormance on hree

    o he ve indicaors advocaed in Measuring Wha Maters. Tey are he aca-

    demic achievemen o sudens augh by program graduaes, he job-placemen

    and reenion raes o program graduaes, and survey resuls rom employers and

    graduaes.4 As noed above, Secreary Duncan has iniiaed seps o make his a

    realiy hrough a se o public hearings and negoiaed rule-making, necessary

    acions beore nal regulaions are promulgaed. Te Obama adminisraions

    proposal also would und a presidenial eaching ellows program hrough com-

    peiive grans o he saes, wih grans linked o requiremens or more rigorous

    preparaion-program accounabiliy.

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    Overview

    Race to the Top program and teacher-education programs

    A recen paper published by he Cener or American Progress described an eec-

    ive accounabiliy sysem or preparaion programs and showed how weak cur-

    ren policies are in every sae.5 Measuring Wha Maters urged saes o adop

    ve key indicaors o program and graduae perormance, applied equally o all

    programs in a sae, wheher he program is radiional or alernaive, and no

    mater which organizaion is responsible or he preparaion program.6

    A careul review o he 12 winning proposals as well as sae proposal reviewer noes

    made available hrough he U.S. Deparmen o Educaion shows he commimensand acions ha will be aken by he unded saes. Tese commimens are

    Suden achievemen as a program oucome Oher program oucomes such as employer eedback survey resuls Public disclosure o program perormance

    Les look a each briefy in urn.

    Student achievement as a program outcome

    All 12 winners promised o use suden achievemen as an oucome indicaor

    or eacher-educaion programs wih public disclosure o preparaion-program

    eacher-eeciveness ndings. Only ve, however, will use he eacher eecive-

    ness o program graduaes as an accounabiliy measure, boh publicly reporing

    he resuls and using hem o hold programs accounable.

    Other program outcomes

    Some o he 12 winners proled in his paper go beyond he minimum require-

    men o ying suden achievemen o eachers and o eacher-educaion programs.

    Sae eors include reporing he persisence in eaching o program graduaes,

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    employer eedback survey resuls, job-placemen raes, and he caegory o schools

    (high needs) where program graduaes each and remain in he proession.

    While several Race o he op winners propose changes in heir eacher-ceri-

    caion examinaions, Measuring Wha Maters recommends a revamping o

    eacher-licensure ess including signican reducions in he number o ess usedby each sae, adopion o he same ess in all saes, and use o he same passing-

    rae policies in every sae. While no Race o he op winner goes his ar, hree o

    hem plan o overhaul pieces o heir curren esing eors.

    Public disclosure of program performance

    Race o he op expecs each granee o publicly repor daa on he eeciveness

    o graduaes rom each preparaion program. Te 12 winners made commimens

    o develop or improve reporing sysems or public disclosure o hese resuls.Five o he 12 unded winners make clear commimens o use evidence o eacher

    eeciveness or program accounabiliy, proposing seps o close weak programs

    unable or unwilling o improve hemselves.

    The Race to the Top competition and commitments

    In wo rounds o compeiive proposals, in March and Augus 2010, he secre-

    ary o educaion awarded Race o he op unds o 11 saes and he Disric o

    Columbia. Tis paper proles he winners on one componen o he Race o he

    op proposals,7 namely heir plans o promoe improvemens in eacher qualiy

    hrough enhanced accounabiliy or eacher-preparaion programs. Alhough

    improving he qualiy o eacher educaion ough o be a vial ocus o educaion

    reorm, i presens an enormous challenge. Tere are ew obvious successes ha

    emanae rom redesign and reorm iniiaives over he pas hree or more decades.8

    Indeed, he ailure by he higher educaion communiy o simulae signican

    change in he overall qualiy o eacher educaion in he Unied Saes has led he

    Race o he op program o employ a carro-and-sick approach, oering incen-ives o programs ha embark on serious reorm and promoing sronger accoun-

    abiliy mechanisms o push he same programs in he righ direcion.9

    Although

    improving the

    quality o teach

    education ough

    to be a vital ocu

    o education

    reorm, it presen

    an enormous

    challenge.

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    Trough he Race o he op program, saes were asked o dene eecive each-

    ing in erms o suden-achievemen oucomes, aggregae eacher-eeciveness

    daa o he preparaion-program level, and make regular public repors o heir

    ndings. Race o he op sae program-accounabiliy acions will be assessed in

    he conex o a recen Cener or American Progress publicaion ha called or a

    radical redesign o eacher-educaion program accounabiliy in he Unied Saes.

    Using hose recommendaions as a jumping-o poin, his curren paper sum-

    marizes he 12 winners plans, highlighs poenial srenghs, and suggess areas

    where hey all shor. I concludes wih some o he challenges unded saes will

    ace in making good on heir promises.

    Strong accountability for teacher-preparation programs

    Te mos disurbing criique o curren sae accounabiliy mechanisms oreacher educaion is ha saes do no even boher o use weak curren policies

    o police programs under heir jurisdicion. Less han 2 percen o all eacher-

    educaion programs in he Unied Saes have been fagged as low perorming by

    he sae in which hey operae since Congress required each sae o develop and

    implemen a se o crieria o ideniy low-perorming programs in 1998.10 Tis

    obsolee and irrelevan sysem o accounabiliy is a major reason why we need

    he Race o he op provisions o ensure ha saes measure eacher eeciveness

    o program graduaes and link he ndings back o each preparaion program.

    Curren sae policies mosly ignore he impac o program graduaes on heir

    K-12sudensa cenral eaure o he Race o he op requiremensand hey

    say nex o nohing abou oher key oucomes such as where graduaes each,

    how long hey remain in he proession, and wha hey or heir employers hink

    abou he program ha prepared hem or he classroom.11 eacher ess used by

    mos saes don direcly measure wha eachers do in he classroom [and]

    essenially measure knowledge and skills a levels more appropriae o wha eighh

    graders are expeced o know.12 eacher es-passing scores are se low enough in

    many saes o ensure ha nearly every graduae will pass.

    Race o he op pus he emphasis on he rs Measuring Wha Maters indica-

    or, requiring saes o disclose program eeciveness (as deermined by wheher

    program graduaes help heir K-12 sudens o learn) resuls o he public. Funded

    saes mus rea all preparaion programs equally, using specic deniions o

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    suden-achievemen and suden-academic growh o deermine boh individual

    eacher eeciveness and overall preparaion-program eeciveness. I hese seps

    are implemened ully, he counry would see major improvemens in he qualiy

    o sae oversigh or eacher educaion.

    Te 12 winners unded in his round o he Race o he op program haveadoped a variey o sraegies o hold programs accounable or producing

    eecive eachers, wih a wide range o acics and imelines o implemen heir

    promised new policies. Measuring Wha Maters and oher analyses o prepa-

    raion-program accounabiliy have auled he saes or ailing o impose con-

    sequences on eacher-educaion programs in he ace o obvious weaknesses and

    ailures.13 I will be eviden rom descripions o his work ha he 12 proposals

    vary considerably in how clearly heir sraegies are described, raising some ques-

    ions abou jus wha a paricular sae has commited o do and when. A degree

    o uzziness also applies o some sae commimens o implemen high accoun-

    abiliy sandards.

    As we examine he Race o he op commimens and how hey will be imple-

    mened, i is bes o mainain a healhy skepicism unil we see concree evidence

    o higher sandards, including he orced or volunary closure o many eacher-

    educaion programs in he saes and in he Disric o Columbia.

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    District of Columbia

    Te Disric o Columbia received $74.998 million in ederal unds hrough hesecond-round Race o he op compeiion. Reviewers awarded he proposal 450

    o 500 possible poins; 5 o he 12 unded winners had higher scores.

    Washingon, D.C.s Race o he op sraegy or eacher qualiy has wo main

    srenghs. Firs, he disric is one o he ew unded winners (only 5 o he 12) o

    commi isel o holding eacher preparaion programs accounable or wheher

    heir graduaes improve he academic achievemen o heir K-12 pupils. Te

    disrics proposal also included unique sraegies or building new eacher prepa-

    raion programs rom wihin D.C.s public charer school nework, wihou any

    apparen role or insiuions o higher educaion.14

    Tese posiive eaures o he Washingon, D.C.. proposal sugges a commimen

    o real accounabiliy and an imaginaive approach o eacher educaion ha go

    beyond he Race o he op goals o mos o he oher winners. On he oher

    hand, he Disric o Columbia has a leas wo enormous challenges o make good

    on hese commimens. I appears o have he weakes daa inrasrucure and sup-

    por sysem o any unded winner, and recen urnover in key leadership iniially

    raised quesions abou he uure o educaion reorm in he disric.

    Four D.C. policy leaders insrumenal o he design o is Race o he op

    agenda were deeaed in elecions or le oce beween Sepember 2010 and he

    beginning o 2011. Noneheless, all curren indicaions are ha he new sae

    superinenden, Hosanna Mahaley, and he new chancellor o he disrics pub-

    lic schools, Kaya Henderson, have Mayor Vincen Grays ull suppor in moving

    orward wih D.C.s commimens.

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    Specifics of the D.C. proposal

    Te Disric o Columbia proposed one eacher-qualiy measure or eacher-

    educaion program public disclosure and program accounabiliy, commiting o

    calculae and repor eacher eeciveness o graduaes o all programs by 2014,and o employ his inormaion or program accounabiliy by 2016. Tis makes

    he Disric one o only ve winners o use he impac o eachers on he aca-

    demic achievemen o heir pupils as a measure o program qualiy. When his

    policy is implemened, real accounabiliy or program qualiy will have aken a

    signican sep orward.

    Te auhor o his paper has writen elsewhere ha public disclosure alone has

    limied eec,15 noing ha shaming weak programs o improve or shu down

    doesn work when eacher educaors eel litle or no shame abou he poor qualiy

    o heir insiuions proessional work.

    D.C.s implemenaion daes or eacher accounabiliy hrough Race o he op

    are unclear. Proposal reviewers ound ambiguiy ha was no cleared up by he

    online Q&A session ha was par o he proposal-consideraion process a he

    U.S. Deparmen o Educaion.16 A look a D.C.s curren capaciy o collec, cal-

    culae, and repor his eacher-eeciveness inormaion suggess he disric will

    no have an easy road. As a reminder, hese seps are needed o generae program-

    specic, eacher-eeciveness resuls:

    A esed mehodology or calculaing he eacher eeciveness o individual

    classroom eachers by measuring changes over ime in he achievemen o K-12

    pupils augh by he eacher

    Fast facts: D.C. Race to the Top initiative and teacher quality

    Grant award: $74,998,962 Reviewer score: 450.0

    Outcome-based perormance indicators* Student achievement

    Public disclosure o program eectiveness* 2014

    Program accountability measures in orce* 2016

    *See Appendix or defnitions

    Sources: Grant award amounts rom the U.S. Department o Educations Race to the Top Fund website; reviewer scores rom the same source;outcome-based perormance indicators, as well as dates or public disclosure and program accountability measures in orce rom theDistrict o Columbia Race to the Top competitive grant proposal

    http://www2.ed.gov/programs/racetothetop/phase2-awards/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/district-of-columbia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-awards/district-of-columbia.pdf
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    A sae daa sysem wih individual-level records or eachers, schools, and

    K-12 sudens wih sucien capaciy o link les and run he eacher-

    eeciveness analyses

    Capaciy o link each eacher o his or her preparaion program, pooling he

    eacher eeciveness resuls or all graduaes o a specic program

    D.C. Race to the Top capacity and commitment indicators

    Data Quality Campaign10 Key Elements* 7

    Data Quality CampaignEssential State Actions* 3/10

    Common Core State Standards* Yes

    Multistate assessment consortium* Yes

    *See Appendix or defnitions

    Sources: The Data Quality Campaign items rom the 2010 version o the DQC survey o states to catalogue the status o their K-12 datasystems; inormation on adoption o the Common Core State Standards rom the website o the Common Core State Standards Initiative

    (http://www.corestandards.org/) and on state membership in either or both multistate assessment consortium rom the U.S. Department oEducations Race to the Top Assessment website.

    According o he Daa Qualiy Campaigna naional nonpro organizaion

    dedicaed o improving he qualiy o sae daa sysems employed o srenghen

    oucomes in K-12 educaionWashingon, D.C., has only 7 o he 10 elemens

    needed or a ully uncional educaion daa sysem, he ewes o any unded sae.

    (Tis paper draws rom he Daa Qualiy Campaigns 2010 survey o he saes or

    daa sysem inormaion abou all o he gran recipiens.) Missing elemens or

    he Disric o Columbia include inormaion on sudens in grades and subjecs

    ha are no esed using saewide sandardized ess, a suden-eacher mach

    capaciy, and he abiliy o link suden-level K-12 oucomes wih insiuions

    where eachers were prepared.

    Te disric has aken he ewes essenial sae acions o any o he 12 winners.

    Sill needed are: linked suden-eacher daa sysems; he abiliy o use hese sys-

    ems o creae repors based on individual suden daa; and capaciy o generae

    repors wih longiudinal saisics abou suden achievemen and eacher qualiy.

    Unlike some o he Race o he op-unded saes, Washingon, D.C., appears o

    have no plans o augmen is Prep [eacher preparaion] Program Scorecard wih

    oher imporan measures such as indicaors o classroom eaching perormance,

    persisence raes o program graduaes, or eedback surveys rom graduaes and he

    http://www.dataqualitycampaign.org/stateanalysis/states/DC/http://www.corestandards.org/in-the-stateshttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www.corestandards.org/in-the-stateshttp://www.dataqualitycampaign.org/stateanalysis/states/DC/
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    principals who hire hem. Nor does i appear poised o srenghen is weak eacher-

    esing policies92 percen o 96 percen o all es akers pass he D.C. eacher

    ess, and esing sandards or passing are well below he naional median.17

    On he posiive side, he Disric o Columbias Race o he op proposal

    describes an ineresing approach o developing sronger eacher-preparaionprograms, and commis $5 million in compeiive gran unds oward his goal,

    wih $2 million allocaed or he 2011-12 school year. Mos ineresing abou his

    sraegy is he plan o creae new eacher-educaion programs based in schools

    and no aliaed wih universiies. Tis is similar o he New York Sae sraegy

    discussed laer in his documen.

    Trough is Race o he op implemenaion eors, D.C. has issued a reques or

    proposals o award one or more Charer School eacher Pipelines grans. Funds

    are available only o charer schools paricipaing in Race o he op in he

    Disric o Columbia. Recipiens in he 2011-12 school year will receive beween$500,000 and $1 million or projecs ha

    Recrui a selec group o eacher residen candidaes Place hem in eacher-residency preparaion programs wihin D.C. public schools Evaluae his componen o he program Develop a menoring program or he eacher residens

    Funds may be used or sipends o he residens and heir menors, and will also

    be used or coninued suppor o he eacher residens once hey are employed in

    D.C. as eachers o record.

    In sum, he disrics Race o he op sraegy has several denie srong poins.

    More han mos saes, D.C. is moving oward real accounabiliy or preparaion

    programs and using innovaive levers o simulae creaion o beter programs or

    new eachers. A he same ime, observers should wach or signs ha D.C.s new

    leaders are as commited o educaion reorm as hose who craed he proposal.

    And nally he Disric, he U.S. Deparmen o Educaion, and he group o

    philanhropic unders working on various D.C. educaion-reorm iniiaives ough

    o arge resources and energy on remaining capaciy challenges ha may sandin he way o successul implemenaion o he Race o he op proposal in he

    Disric o Columbia.

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    Delaware

    In he rs round o he Race o he op compeiion, Delaware was awarded$119.1 million or a sae proposal ha received 438.4 reviewer poins ou o 500.

    Delaware was one o only wo saes (along wih ennessee) o win Race o he

    op grans in his rs round, alhough is proposal scored lower han any oher

    sae in he wo Race o he op compeiions.

    For eacher qualiy and accounabiliy under Race o he op, Delawares sra-

    egy is limied o public disclosure o eacher eeciveness in enhancing pupil

    achievemen demonsraed by graduaes o in-sae preparaion programs. Te

    sae makes no commimen o use any oher program-qualiy indicaors or

    public disclosure, nor does i propose any subsanive change o is curren weakprogram-accounabiliy policies. Insead o vigorous oucome-based accoun-

    abiliy or preparaion programs, he saes Educaion Reorm Plan would use he

    NCAE [Naional Council or Accrediaion o eacher Educaion] recerica-

    ion process o simulae changes in weak programs, a sraegy wih no eviden

    successes in any sae.18

    Delawares Race o he op plan does allocae gran unds o oser innovaion

    in eacher preparaion. Tere are plans o ap he experise o several naionally

    recognized organizaions o design or redesign is alernaive cericaion and

    principal-preparaion programs.

    Te saes sraegy or improving preparaion programsas well as is Race o he

    op iniiaive on classroom eacher evaluaionis based around work o revise is

    Delaware Perormance Appraisal Sysem II eacher-assessmen sysem. Te DPAS

    II sysem currenly has no suden-growh componen o gauge eacher eecive-

    ness in he classroom, bu Delaware inends o include suden growh as one o

    ve assessmen caegories, and will ie in-sae eacher-educaion programs o

    DPAS II raings o program graduaes and disclose hese ndings o he public.

    Te governor, Jack Markell, and sae secreary o educaion, Lillian Lowery, led

    he Delaware eam presening he saes Race o he op proposal in 2010. Boh

    coninue in oce, suggesing ha his aspec o Delawares commimen o suc-

    cessul implemenaion is sable.

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    Specifics of the Delaware proposal

    Delaware proposes a single measure o preparaion program perormance or pub-

    lic disclosure o program qualiy. By 2012 he sae will creae measures o suden

    growh, build a reporing sysem, and publicize ndings on he eeciveness o

    graduaes or all in-sae preparaion programs.

    Fast facts: Delaware Race to the Top and teacher quality

    Grant award: $119,122,128 Reviewer score: 438.4

    Outcome-based perormance indicators* Student achievement

    Public disclosure o program eectiveness* 2012

    Program accountability measures in orce* No commitment

    *See Appendix or defnitions

    Sources: Grant award amounts rom the U.S. Department o Educations Race to the Top Fund website; reviewer scores rom the samesource; outcome-based perormance indicators, as well as dates or public disclosure and program accountability measures in orce rom the

    Delaware Race to the Top competitive grant proposal

    According o recen documens,19 Delaware has ye o adop a deniion o su-

    den growh, somehing on which he saes enire Race o he op sraegy hangs.

    A collaboraive process among sakeholders is expeced o resul in an agreed

    deniion o how o measure suden growh by July 2011. Measures and daa-

    collecion pracices buil around he saes deniion o suden growh will drive

    expansion o he DPAS II eacher-assessmen sysem. Tis ramework is based

    on he work o Charlote Danielson, a well-known educaional consulan, and i

    now includes our caegories o eacher perormance judged by various observers.

    Suden achievemen, as measured by growh, will become he h componen.

    As Race o he op implemenaion discussions move along, Delaware is aking

    oher seps o creae and adop compuer-adapive exams or K-12 sudens. Te

    sae hopes o have hese ess in place shorly or grades 210 in language ars and

    mah pupils; or science in grades 5, 8, and 10; and or social sudies in grades 4

    and 7. In addiion, Delaware is eld-esing high school end-o-course exams dur-

    ing he 2010-11 school year.

    I hese pilos are successul and resul in adopion o rigorous assessmens o

    pupil knowledge, hen Delaware will be posiioned wih a broader range o

    achievemen oucomes han many oher saes. Te es developmen aciviies

    under he saes Race o he op proposal (as well as Delawares involvemen in

    http://www2.ed.gov/programs/racetothetop/phase1-awards/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/score-sheets/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-applications/score-sheets/delaware.pdfhttp://www2.ed.gov/programs/racetothetop/phase1-awards/delaware.pdf
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    boh muli-sae assessmen consoria) should give eachers, schools, parens, and

    policymakers a uller picure o school and suden perormance.

    One o he complicaions o value-added accounabiliy or eachers and eacher-

    educaion programs is he high proporion o eachers in grades or subjec areas

    ha are no esed. Some esimaes pu his as high as wo-hirds o public schooleachers. Wih good measures o suden perormance across a broader range

    o subjecs and grades, Delaware could abandon is curren weak policies and

    become a leader in eacher-educaion program accounabiliy.

    Delaware Race to the Top capacity and commitment Indicators

    Data Quality Campaign10 Key Elements* 10

    Data Quality CampaignEssential State Actions* 5/10

    Common Core State Standards* Yes

    Multistate assessment consortium* Yes

    *See Appendix or defnitions

    Sources: The Data Quality Campaign items rom the 2010 version o the DQC survey o states to catalogue the status o their K-12 datasystems; inormation on adoption o the Common Core State Standards rom the website o the Common Core State Standards Initiative

    (http://www.corestandards.org/) and on state membership in either or both multi-state assessment consortium rom the US Department oEducations Race to the Top Assessment website.

    Wih respec o sae capaciy, he Daa Qualiy Campaign20 repors ha

    Delaware has all 10 o he key elemens needed or an eecive saewide

    educaion daa sysem. Tis should help considerably as he sae builds linkages

    and generaes repors o demonsrae he perormance o schools, sudens,

    eachers, and preparaion programs.

    Te sae has already aken 5 o he 10 essenial sae acions o make is sae

    daa sysem useul or policymakers and reorm eors. Sill o come are imely

    access o inormaion; capaciy o creae repors using individual suden daa;

    and developing longiudinal saisical repors o key P-12 grade oucomes.

    Race o he op asked saes or sraegies o increase he number o high-qualiy

    eacher- and principal-preparaion pahways. o his end, Delaware is workingwih he New eacher Projec, he New York Ciy Leadership Academy, each

    or America, and he Universiy o Delaware on alernaive-cericaion eacher-

    preparaion programs. Te saes plan or expanding eecive eacher-preparaion

    programs, including unspecied growh in he number o each or America

    http://www.dataqualitycampaign.org/stateanalysis/states/DE/http://www.corestandards.org/in-the-stateshttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www.corestandards.org/in-the-stateshttp://www.dataqualitycampaign.org/stateanalysis/states/DE/
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    Florida

    Wih a second-round Race o he op award o $700 million, Florida receivedmore money han any oher sae o suppor is Race o he op agenda. Floridas

    proposal earned 452.4 poins, ranking ourh o he 12 unded saes. Posiive

    aspecs o he Florida design under Race o he op include high capaciy o

    mobilize an already-srong saewide daa sysem; use o relevan and imporan

    eacher-educaion program indicaors or public disclosure; and he saes willing-

    ness o ackle a weak spois curren eacher ess.

    o improve eacher qualiy, Florida will implemen ve new perormance indica-

    ors or all in-sae preparaion programs. Te sae also commited o expend

    unds o give compeiive grans or redesign o eacher-preparaion programs.

    Sill, here is room or improvemen. Even hough Florida long has had he bes

    K-16 (kindergaren hrough college) daa sysem in he Unied Saes, i has no

    curren plans o use his resource o hold eacher-educaion programs accounable

    hrough Race o he op-suppored perormance indicaors. Public disclosure o

    program perormance on hese indicaors is he exen o he saes sraegy.

    Like many Race o he op-unded saes, imporan leadership changes ook

    place a ew monhs aer Florida won he compeiion and received ederal unds.

    Te sae has a new governor, Rick Scot, alhough pary conrol did no change.

    Te sae educaion commissioner, Eric Smih, appoined in 2007, was orced by

    he new governor o leave oce in March 2011. I is no ye clear wheher Gov.

    Scot will suppor he goals and sraegies proposed in Floridas Race o he op

    iniiaive. Like Gov. John Kasich in Ohio, Floridas new governor chose o accep

    Race o he op unds bu rejeced ederal suppor or high-speed rail.22

    Specifics of the Florida proposal

    Florida will implemen ve new indicaors o eacher-educaion program peror-

    mance, more han any sae excep New York (which also has ve). Te Florida

    measures are

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    eacher eeciveness as measured by K-12 suden-achievemen growh Persisence in eaching o program graduaes, paricularly in shorage subjec

    areas and dicul-o-sa schools Producion o new eachers employed in dicul-o-sa subjecs and schoolsJob placemen o program graduaes in cerain subjec areas and schools

    Revision o eacher-cericaion examinaions

    In is Race o he op aciviies, Florida is working o develop suden-growh

    models ha will generae inormaion abou eacher- and principal-preparaion

    programs. Te saes exising daa resources cerainly provide he capaciy o gen-

    erae good inormaion or he rs our indicaors. Te sae o Florida, however,

    hasn made much use o is abiliy o link eacher and suden les o measure he

    impac o eachers on pupil learning, bu independen researchers have com-

    pleed numerous sudies using hese daases.23 Some o his research has argeed

    he relaionship beween characerisics o eacher-educaion programs and he

    achievemen gains o K-12 pupils augh by program graduaes.

    Fast facts: Florida Race to the Top proposal and teacher quality

    Grant award: $700,000,000 Reviewer score: 452.4

    Outcome-based perormance indicators*

    Student achievement

    Persistence in teaching

    Teacher productionhigh-need felds

    Job placementhigh-need schools

    Revised certifcation exam

    Public disclosure o program eectiveness* 2013

    Program accountability measures in orce* No commitment

    *See Appendix or defnitions

    Sources: Grant award amounts rom the U.S. Department o Educations Race to the Top Fund website; reviewer scores rom the same source;outcome-based perormance indicators, as well as dates or public disclosure and program accountability measures in orce rom the Florida

    Race to the Top competitive grant proposal

    Florida also plans o improve is eacher-cericaion exams, claiming ha is Race

    o he op sraegy will improve he rigor o hese eacher ess. Specic sepshave been oulined o revise eacher ess in reading and mahemaics or K-6

    elemenary eachers, and o make changes in unspecied oher examinaions in

    cericaion areas ha include reading, mah, and science.

    http://www2.ed.gov/programs/racetothetop/phase2-awards/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/florida.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-awards/florida.pdf
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    Tese revisions would be a posiive developmen or Florida schools and K-12

    sudens, since he saes curren esing sysem is a weak gaeway o enry ino

    he eaching proession. Te mos recen ederal repor on Florida eacher esing

    showed ha only 12 o 5,745 es akers ailed o pass a Florida eacher es.24

    Like mos o he 12 Race o he op saes, Floridas beeed-up program-peror-mance indicaors will be used or public disclosure bu no or program accoun-

    abiliy. Te arge dae or perormance-disclosure saisics is 2013. Disclosure

    wihou accounabiliy consequences is consisen wih he saes rack record o

    neglecing real accounabiliy or in-sae eacher-educaion programs. Since 2002,

    Florida has idenied jus one program as low perorming and cied anoher as a

    risk o becoming low perorming.25

    Florida Race to the Top capacity and commitment indicators

    Data Quality Campaign10 Key Elements* 10

    Data Quality CampaignEssential State Actions* 7/10

    Common Core State Standards* Yes

    Multistate assessment consortium* Yes

    *See Appendix or defnitions

    Sources: The Data Quality Campaign items rom the 2010 version o the DQC survey o states to catalogue the status o their K-12 datasystems; inormation on adoption o the Common Core State Standards rom the website o the Common Core State Standards Initiative(http://www.corestandards.org/)and on state membership in either or both multi-state assessment consortium rom the US Department o

    Educations Race to the Top Assessment website.

    Anoher ocus o Floridas work is revision o he sae sandards or eachers.

    Te Florida Educaor Accomplished Pracices, or FEAP, were rs adoped

    in 1998. FEAP sandards ideniy essenial elemens o insrucion, and he

    revised FEAPs will be used o judge each disrics eacher-evaluaion sysem,

    as well as provide he basis or perormance indicaors. Curricula and candi-

    dae assessmen in eacher-educaion programs mus be aligned o he FEAPs,

    and each program will have o submi a FEAP-aligned program evaluaion plan

    someime aer July 2012.26 I is no ye clear how rigorously he new peror-

    mance iems will be measured, or i he revisions will be signican improve-

    mens over he older FEAP srucures and processes.

    On sae capaciy o achieve success under Race o he op, he Daa Qualiy

    Campaign repors ha Florida has all 10 key elemens or a robus and success-

    ul sae educaion daa sysem. Te sae has aken seven o he essenial sae

    http://www.dataqualitycampaign.org/stateanalysis/states/FL/http://www.corestandards.org/in-the-stateshttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www.corestandards.org/in-the-stateshttp://www.dataqualitycampaign.org/stateanalysis/states/FL/
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    acions o make eecive use o he sysem (see able above). While no oher sae

    has adoped more o hese essenial seps, Florida sill needs a srong governance

    srucure or is daa sysem, and i has o implemen sraegies o raise awareness o

    available daa wih relevan audiences like educaors, policymakers, and he public.

    Oher capaciy milesones or Florida are is adopion o he Common Core SaeSandards, and is role as leader o one o he mulisae assessmen consoria

    consrucing new K-12 assessmens o gauge suden-learning oucomes. Boh o

    hese acions will advance he posiive impac o Floridas Race o he op srae-

    gies or schools, eachers, and sudens.

    Despie he large amoun o money awarded o Florida or is Race o he op proj-

    ec, proposal reviewers expressed concern abou he vagueness o many proposed

    acion seps, noed he saes weak rack record in using daa, and had doubs abou

    Floridas commimen o susain Race o he op aciviies beyond he period o ed-

    eral unding. One reviewer cied lack o deail on specics, and described a genericpromise o esablish guidelines or assessing and reporing resuls. Anoher pro-

    posal reader commened on scan inormaion suggesing why [eacher-preparaion

    perormance daa] will be beter uilized in he uure. A hird reviewer wroe ha

    susainabiliy is o some concern, because he proposal made no menion o ongo-

    ing suppor or work begun under ederal auspices.

    In sum, he Florida proposals posiive Race o he op atribueshigh daa sys-

    em capaciy, ve relevan and new program-perormance indicaors, and willing-

    ness o improve a weak eacher-esing sysemmus be viewed in he conex o

    areas where signican improvemens can be made o he saes overall sraegy.

    Tese include

    Using he saes daa inrasrucure o move rom public disclosure o meaning-

    ul accounabiliy o program perormance

    ranslaing some vague commimens ino specic acion seps ha will

    improve he qualiy o schooling or Florida children

    Evidence o he inenion o susain hese eors wih long-erm leadership sup-por ha exends beyond he period o ederal oversigh

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    Georgia

    Wih 446.4 reviewer poins, Georgia was awarded jus under $400 million in hesecond round o Race o he op unding. I scored eighh ou o he 12 winners,

    receiving more money han seven ohers.

    In he proposals eacher qualiy and program improvemen caegory, Georgias

    sraegy boass several posiive eaures. Te sae will implemen hree new or

    revised indicaors o program perormance, each o which is recommended in

    CAPs 2010 paper, Measuring Wha Maters. Georgia has one o he counrys

    sronges sae daa sysems, as well as a hisory o supporing sae-level P-16

    (pre-kindergaren-hrough-college) parnerships linking K-12 and higher educa-

    ion. And rom he vanage poin o uure capaciy o mee Race o he op goals,i is noeworhy ha Georgia paricipaes in boh o he mulisae esing consor-

    ia working o develop beter assessmens o suden academic perormance.

    Even wih hese srenghs o build on, however, Georgia has no plans o improve

    is sae policies on accounabiliy or preparaion programs. Is Race o he op

    commimen is limied o public disclosure or only a small proporion o is in-

    sae preparaion programs. Proposal reviewers wroe ha disclosure o graduaes

    eacher eeciveness would be limied o only 30 percen o in-sae programs.27

    In addiion, he sae proposal ariculaed no sraegy or promoing innovaion

    in eacher educaion. Bu in a videoaped Q&A session, he Georgia eam old

    proposal reviewers ha plans would be developed o work on new preparaion

    pahways wih each or America and he New eacher Projec.28

    Coninuiy and susainabiliy o sae Race o he op iniiaives are likely o be

    aeced by leadership urnover in many saes as a resul o he 2010 elecion cycle.

    Georgia is one o hem: A new governor, Nahan Deal, was eleced in November

    and ook oce in January 2011, alhough his urnover did no aler pary conrol o

    he governorship. A ve-person eamincluding he sae superinenden, he saeboard chair, wo aides o he previous governor, and a rural superinendenmade

    he sae Race o he op presenaion. Only one o he our sae-level eam mem-

    bers (he sae board chair, Wanda Barrs) remains in oce.

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    Specifics of the Georgia proposal

    o improve eacher-preparaion qualiy or in-sae programs, Georgia inends o

    implemen hree oucome-based program-perormance indicaors:

    Measures o eacher eeciveness or graduaes o in-sae preparaion programs racking persisence in eaching o all in-sae program graduaes, and ying

    persisence raes back o each program Revisions o curren eacher-cericaion examinaions

    Te saes Race o he op iniiaive proposes o disclose hese program-specic

    perormance ndings o he public by 2014.29 Tere are no plans o hold programs

    accounable or he qualiy o heir graduaes. In one o he oddes provisions o

    any Race o he op proposal, Georgia will calculae and repor eacher eecive-

    ness daa or only 30 percen o is in-sae programs by he ime ederal Race o

    he op suppor has ended.30

    Fast facts: Georgia Race to the Top initiative and teacher quality

    Grant award: $399,952,650 Reviewer score: 446.4

    Outcome-based perormance indicators*

    Student achievement

    Persistence in teaching

    Revised certifcation exam

    Public disclosure o program eectiveness* 2014

    Program accountability measures in orce* No commitment

    *See Appendix or defnitions

    Sources: Grant award amounts rom the U.S. Department o Educations Race to the Top Fund website; reviewer scores rom the samesource; outcome-based perormance indicators, as well as dates or public disclosure and program accountability measures in orce rom the

    Georgia Race to the Top competitive grant proposal

    Cericaion exam changes planned in Georgia oer an ineresing lesson or

    oher saes. Georgia will develop a daa prociency es o assess how well

    eacher candidaes undersand he analysis, inerpreaion, and use o suden-

    learning daa or classroom insrucion. Te concep o eachers using suden-perormance ndings o modiy heir own insrucion is widely acceped now as a

    needed sandard pracice in classrooms, bu ew new eachers seem o have been

    prepared or his work as a componen o heir raining.

    http://www2.ed.gov/programs/racetothetop/phase2-awards/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/georgia.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-awards/georgia.pdf
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    Inclusion o daa prociency iems as a componen o cericaion should drive

    he conen o preparaion programs closer o he needs o pracicing eachers and

    heir schools. Tis is a welcome change and ough o be looked a by oher saes

    whose program graduaes need (bu usually don have) his se o skills.

    While i is making hese changes, Georgia should add greaer rigor o is wholesysem o eacher ess. According o he mos recen HEA ile II repor o

    Congress by U.S. Deparmen o Educaion Secreary Arne Duncan, eacher es

    akers in Georgia have a 98 percen overall pass rae, even higher han he 96 per-

    cen naional pass rae ha has led observers o he conclusion ha real eacher-

    educaion program accounabiliy is a myh. O 3,454 Georgia eacher candidaes

    who were esed, only 56 ailed o pass. K-12 suden-learning perormance in he

    sae cerainly does no mirror hese Lake Woebegon eacher-esing resuls.

    Georgia Race to the Top capacity and commitment indicators

    Data Quality Campaign-10 Key Elements* 10

    Data Quality Campaign-Essential State Actions* 7/10

    Common Core State Standards* Yes

    Multistate assessment consortium* Yes (2)

    *See Appendix or defnitions

    Sources: The Data Quality Campaign items rom the 2010 version o the DQC survey o states to catalogue the status o their K-12 datasystems; inormation on adoption o the Common Core State Standards rom the website o the Common Core State Standards Initiative

    (http://www.corestandards.org/) and on state membership in either or both multi-state assessment consortium rom the US Department oEducations Race to the Top Assessment website.

    Like mos saes, Georgia does litle o hold preparaion programs accounable.

    Under is Race o he op proposal, he sae will calculae and disclose eacher-

    eeciveness raings or each program bu will no use hese or accounabiliy

    purposes. Te saes preparaion-program oversigh sysem seldom leads o

    program closure or even a reprimand or a weak program. Since 2002 Georgia has

    idenied jus one low-perorming program and wo a-risk programs under he

    ederal HEA ile II regulaions. Perhaps his epid commimen o real accoun-

    abiliy helps explain why he Universiy Sysem o Georgia (which oversees all

    public colleges and universiies) recenly decided i would no cooperae wih a

    naional sudy o eacher preparaion qualiy co-sponsored by he Naional Ceneror eacher Qualiy and U.S. News & World Report.31

    One area in which Georgia does ake a sep in he righ direcion is ying

    advanced cericaion o eacher eeciveness. According o inormaion

    http://www.dataqualitycampaign.org/stateanalysis/states/GA/http://www.corestandards.org/in-the-stateshttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www.corestandards.org/in-the-stateshttp://www.dataqualitycampaign.org/stateanalysis/states/GA/
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    provided in he saes Race o he op Q&A session wih proposal reviewers,

    newly licensed eachers will have hree years o become eecive as measured by

    pupil-learning oucomes in order o advance o ull licensure saus. Georgias

    proposal says ha advanced licensure saus or program graduaes will be

    repored publicly by program. Tis is a useul sep, bu Rhode Islands linkage o

    advanced licensure and eacher eeciveness (see page 52) will also become aprogram-accounabiliy measure.

    Georgias capaciy o use daa more eecively is clear rom analyses by he Daa

    Qualiy Campaign. Georgia has all 10 o he key elemens or a srong educaion

    daa sysem, and i has compleed 7 o he 10 essenial acions o make he sysem

    useul or schools, parens, and policymakers. Like all oher Race o he op saes,

    Georgia has adoped he Common Core Sae Sandards, and i belongs o boh o

    he muli-sae assessmen consoria unded by he U.S. Deparmen o Educaion.

    Georgias long-erm suppor o P-16 parnerships32 involving public highereducaion and he sae K-12 sysem suggess ha he sae has high poenial

    o work successully on changes described in he Race o he op proposal ha

    will improve oucomes or schools and or sudens. Summing up he picure

    as i sands now, Georgias Race o he op sraegy includes several imporan

    posiive seps ha will raise public awareness abou he qualiy o in-sae prepa-

    raion programs. Much more can and should be done by he sae o replace

    a weak accounabiliy srucure wih meaningul oversigh o programs ha

    prepare eachers or public schools.

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    Hawaii

    For Hawaii, 462.2 reviewer poins in he second round o Race o he op com-peiion earned i $74.9 million in ederal unds. Hawaiis proposal scored hird-

    highes o he 12 winners. I is he only sae wes o he Mississippi o win in he

    Race o he op compeiion. Is also ineresing o noe ha Hawaii is one o our

    unded saes whose proposal was shaped in signican ways by a consuling rm,

    Educaion Firs Consuling, whose parners include ormer oundaion program

    ocers, sae policymakers, and lobbyiss.33

    An analysis o Hawaiis eacher-qualiy and program-improvemen proposals

    shows posiive atribues bu raises several quesions abou he breadh and deph

    o he saes ambiions or real change. On he posiive side o he ledger, Hawaiiwill calculae and repor publicly on he eacher eeciveness o graduaes rom

    is 11 in-sae preparaion programs. Hawaii has a good sae daa sysem, adoped

    he Common Core Sae Sandards and has joined wih oher saes o develop

    beter assessmens o K-12 suden learning.

    Fast facts: Hawaii Race to the Top and teacher quality

    Grant award: $74,934,761 Reviewer score: 462.2

    Outcome-based perormance indicators* Student achievement

    Public disclosure o program eectiveness* 2014

    Program accountability measures in orce* No commitment

    *See Appendix or defnitions

    Sources: Grant award amounts rom the U.S. Department o Educations Race to the Top Fund website; reviewer scores rom the same source;outcome-based perormance indicators, as well as dates or public disclosure and program accountability measures in orce rom the Hawaii

    Race to the Top competitive grant proposal

    Tese srenghs are undercu by vague commimens in oher imporan areas.

    Hawaii will make limied moves o expand or improve alernaive preparaionpahways o he classroom. I has no plans o develop real accounabiliy sandards

    or eacher educaion. And is no clear when measures o eacher eeciveness

    will be available or any purposewheher or beter eacher-evaluaion pracices

    or or public disclosure o preparaion-program qualiy.

    http://www2.ed.gov/programs/racetothetop/phase2-awards/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/hawaii.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-awards/hawaii.pdf
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    Leadership change may also aec he pace and impac o Hawaiis Race o he op

    agenda. One o he ew saes whose governor did no paricipae in he compei-

    ions presenaions and discussions a he U.S. Deparmen o Educaion in Augus

    2010,34 Hawaii has a new governor, Neil Abercrombie, eleced in November 2010,

    and a change in pary conrol o he governorship. Te inerim sae superinenden,

    Kahryn Maayoshi, and inerim depuy superinenden, Ronn Nozoe, who didmake he saes case or Race o he op, now hold hose posiions ocially.

    Specifics of the Hawaii strategy

    Tough he saes proposal is vague on he acual disclosure dae, Hawaii plans o

    calculae and repor eacher-eeciveness raings or all o is in-sae preparaion

    programs, as required by he Race o he op prospecus. I cies hree daes in he

    proposal when i will make he ndings public2012, 2014, and 2016. Aer fag-

    ging 2012 and 2014 or reporing eacher-eeciveness daa, he proposal noes,Hawaii is unable o provide suden growh daa unil SY 2015-2016, bu

    HIDOE [he sae educaion deparmen] will esablish inerim measures using

    growh models. Is no clear wha he inerim growh models migh be or a sae

    ha is unable o calculae suden growh, bu one reviewer commened, I will

    ake ve years beore he sae can repor is ndings.

    Hawaii Race to the Top capacity and commitment indicators

    Data Quality Campaign10 Key Elements* 10

    Data Quality CampaignEssential State Actions* 4/10

    Common Core State Standards* Yes

    Multistate assessment consortium* Yes

    *See Appendix or defnitions

    Sources: The Data Quality Campaign items rom the 2010 version o the DQC survey o states to catalogue the status o their K-12 datasystems; inormation on adoption o the Common Core State Standards rom the website o the Common Core State Standards Initiative

    (http://www.corestandards.org/) and on state membership in either or both multi-state assessment consortium rom the US Department oEducations Race to the Top Assessment website.

    Te sae oers no oher measures or gauging he qualiy or impac o is eacher-educaion programs. Federal repors show ha Hawaii has never designaed a

    program as low perorming or a-risk o becoming low perorming. Is eacher-

    licensure es pass rae, 89 percen, is he lowes o any sae.35 Hawaii is one o he

    saes ha require Naional Council or Accrediaion o eacher Educaion approval

    http://www.dataqualitycampaign.org/stateanalysis/states/HI/http://www.corestandards.org/in-the-stateshttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www.corestandards.org/in-the-stateshttp://www.dataqualitycampaign.org/stateanalysis/states/HI/
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    or in-sae preparaion programs as par o he sae program oversigh sysem. Te

    lack o rigorous evidence-based oucome measures in NCAEs sysem is consisen

    wih he Hawaii approach o preparaion-program accounabiliy.

    Wha will Hawaiis educaion leaders do wih eacher-eeciveness daa abou

    heir preparaion programs? When i is nally disclosed o he public, he saesRace o he op proposal suggess ha may be he end o he mater. Sae ocials

    say hey will monior and reaccredi all eacher and adminisraor preparaion

    programs using oucome-based, daa-driven crieria beginning in 2015. Bu plans

    or using he daa are described as eors o encourage programs shown o be

    ineecive o make needed improvemen.

    Anoher possible acion sep oulined in he proposal is paricipaion by he

    sae Proessional Sandards Board in he eacher Preparaion Assessmen

    Consorium.36 While six o he unded Race o he op saes have joined his

    mulisae eor, as o December 2011 heres no menion o Hawaii on he proj-ec websies lis o sae parners, nor does Hawaiis Race o he op websie or

    Proessional Sandards Board give any evidence o acual involvemen.

    Looking a sae capaciy o improve preparaion program accounabiliy policies

    and pracices, he Daa Qualiy Campaign repors ha Hawaii has all 10 key daa

    sysem elemens or a srong educaion daa inrasrucure. Ye he sae has aken

    only 4 o he 10 essenial seps o make his sysem useul and eecive or he

    public and or policymakers. Among he missing seps are linked daa sysems

    (ying ogeher suden and eacher les, or example), sable suppor or he daa

    sysem, and he abiliy o generae repors using individual-level suden daa.

    Overall, hen, i appears ha ve years aer receiving almos $75 million in ederal

    Race o he op unds, Hawaii will hen ake one smallbu signicansep in

    he direcion o meaningul oversigh or eacher-educaion programs by reporing

    eaching-eeciveness raings or in-sae programs. I his disclosure does happen,

    i will be a useul sep.

    Perhaps Hawaii is a sae where argeed echnical assisance and sepped-up pres-

    sure o do a beter job o program accounabiliy would bene schools, sudens,and eachers. Te improved sae daa sysem also unded hrough Race o he op

    would allow Hawaii o calculae, repor, and employ or real accounabiliy such

    preparaion-program qualiy measures as job placemen raes, persisence in each-

    ing, and eedback survey ndings rom program graduaes and heir employers.

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    Maryland

    Maryland has received jus under $250 million in Race o he op unds or ase o educaion reorm sraegies ha earned 450 reviewer poins rom he U.S.

    Deparmen o Educaion. Tis score pu he sae in he middle o he pack ied

    wih Washingon, D.C.: ve saes had higher scores, and ve were lower.

    Tis saes approach o eacher qualiy includes use o eacher-eeciveness

    raings o hold preparaion programs accounable as well as eors o consruc

    a broad array o pupil ess in subjec areas and grade levels no covered by

    curren sae esing. Marylands Race o he op sraegies will be helped by

    leadership coninuiy a op levels: Gov. Marin OMalley was reeleced in 2010,

    and sae superinenden Nancy Grasmick remained in oce unil June 30,2011. Maryland is one o he Race o he op saes whose proposal was shaped

    in signican ways by an ouside consuling rm o ormer oundaion program

    ocers, sae policymakers, and lobbyiss.

    Fast facts: Maryland Race to the Top and teacher quality

    Grant award: $249,999,182 Reviewer score: 450.0

    Outcome-based perormance indicators* Student achievement

    Public disclosure o program eectiveness* 2013

    Program accountability measures in orce* 2014

    *See Appendix or defnitions

    Sources: Grant award amounts rom the U.S. Department o Educations Race to the Top Fund website; reviewer scores rom the samesource; outcome-based perormance indicators, as well as dates or public disclosure and program accountability measures in orce rom the

    Maryland Race to the Top competitive grant proposal

    Srong poins in Marylands design are ose by a lack o deail in he proposal

    (and in he videoaped Q&A session wih he U.S. Deparmen o Educaion

    review eam) abou how sae sraegies will be ranslaed ino acion seps.Schools and sudens in Maryland also would be helped by use o addiional

    accounabiliy indicaors or program qualiy, somehing he sae could imple-

    men quie easily because o is good longiudinal daa sysem.

    http://www2.ed.gov/programs/racetothetop/phase2-awards/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/maryland.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-awards/maryland.pdf
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    Specifics of the Maryland proposal

    Alhough Maryland claims o have closed one eacher-educaion program and pu

    hree ohers on probaion in he las 10 years, is curren program accounabiliy

    sysem is NCAE-heavy and ligh on real oucomes.37 Is mos recenly available

    eacher es pass rae was 97 percen, wih only 77 o 2,379 es akers ailing o pass.

    Tis record o weak oversigh or eacher educaion is he jumping-o poin

    or a serious eor o use eacher-eeciveness scores o program graduaes as a

    new accounabiliy measure. Unlike mos Race o he op winners, Maryland

    will disclose program-perormance ndings and use hem o reorm or close

    weak programs. As he proposal indicaes, Maryland will use perormance daa

    o improve programs and close and/or deny program approval o hose wih

    consisenly poor rack records.

    Public disclosure is scheduled o begin in 2013, and perormance-driven accoun-abiliy or preparaion programs is se or 2014.

    In order o move program accounabiliy in a meaningul direcion, Maryland

    inends o link all preparaion programs o eacher- and principal-evaluaion daa

    by 2012. Individual idenicaion numbers will be assigned o all candidaes as

    hey ener a program, making i easier o rack hem hrough o program comple-

    ion and ino he proession. aking his sep would enable he sae o rack and

    repor persisence raes, and o implemen eedback surveys whose resuls could

    be linked back o specic preparaion programs.

    Tese indicaors were recommended or all saes in he CAP paper, Measuring

    Wha Maters. Maryland should emulae he examples o Massachusets and New

    York by using eacher-persisence raes as a program-accounabiliy measure. I

    can look o non-Race o he op saes such as exas or Caliornia or he use o

    graduae and employer surveys as a program-qualiy eedback mechanism.

    o suppor is eacher- and principal-developmen iniiaives, Maryland will cre-

    ae a se o pre- and pos-ess or sudens in grades and subjec areas ha are no

    par o he sae assessmen sysem. Wih help rom a Psychomeric Council oouside expers o guide his work, he goal is o creae objecive ess ha will

    suppor suden growh calculaions used or insrucional improvemen and or

    accounabiliy. Tis es-developmen work under Race o he op goes beyond

    Marylands paricipaion in he mulisae assessmen consorium unded sepa-

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    raely wih Race o he op money. No oher sae appears as commited o a es

    developmen sraegy ha will expand he curren limied number o eachers

    (abou one-hird) whose sudens are included in sae K-12 esing sysems.

    While sronger accounabiliy and beter assessmens are posiive componens

    o Marylands Race o he op sraegy, he sae says very litle abou expandingeecive-preparaion programs o mee suden needs. wo ederal reviewers com-

    mened on he lack o deail in he Maryland proposal on how he sae will use

    pupil-achievemen resuls o ideniy eecive programs ha should be expanded

    because o heir perormance.

    Marylands capaciy o mee is Race o he op goals is moderaely srong. Te

    Daa Qualiy Campaign repors he sae has eigh key elemens o an eecive

    daa sysem, and has aken 6 o 10 essenial seps o promoe successul use o he

    sysem. Sill o come are acions leading o individual-level suden daa repors

    and suppor or creaing longiudinal saisical analyses. And like all undedsaes, Maryland adoped he Common Core Sae Sandards and has signed on o

    a mulisae consorium developing newer suden assessmens ha are aligned o

    he mulisae Common Core sandards.

    Maryland Race to the Top capacity and commitment indicators

    Data Quality Campaign10 Key Elements* 8

    Data Quality CampaignEssential State Actions* 6/10

    Common Core State Standards* Yes

    Multistate assessment consortium* Yes

    *See Appendix or defnitions

    Sources: The Data Quality Campaign items rom the 2010 version o the DQC survey o states to catalogue the status o their K-12 datasystems; inormation on adoption o the Common Core State Standards rom the website o the Common Core State Standards Initiative

    (http://www.corestandards.org/) and on state membership in either or both multi-state assessment consortium rom the US Department oEducations Race to the Top Assessment website

    Te overall eacher-qualiy improvemen picure or Marylands Race o he op

    iniiaive shows a sae moving in he righ direcion on preparaion-program

    accounabiliy bu no going ar enough. An ineresing es-developmensraegy o creae a new se o high-qualiy assessmen measures o K-12 learn-

    ing would be enhanced i eacher-educaion programs were judged by a broader

    se o measures. Tere is capaciy in place o adop addiional oucome-ocused

    indicaors o program qualiy.

    http://www.dataqualitycampaign.org/stateanalysis/states/MD/http://www.corestandards.org/in-the-stateshttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www.corestandards.org/in-the-stateshttp://www.dataqualitycampaign.org/stateanalysis/states/MD/
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    Sill missing, however, is he will o hold programs accounable or he ull range

    o oucomes ha mater mos o schools, sudens, and eachers. And nally,

    observers o Marylands work should pay atenion o he implemenaion sched-

    ule se ou in he saes proposalevidence o signican progress will bolser

    condence ha he very general language employed in he proposal will soon

    ranslae ino real progress on educaion reorm in he sae.

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    Massachusetts

    Te Bay Sae was awarded $250 million on 471 reviewer poins in Race o heops second compeiion round. Massachusets received he highes score o

    any sae proposal.

    Srong poins or he saes sraegy include a commimen o preparaion-pro-

    gram accounabiliy using hree imporan indicaors o qualiy: eacher eecive-

    ness, eacher persisence, and job placemen o program graduaes in high-need

    elds. Te Massachusets plan allocaes $5 million o simulae innovaive prepa-

    raion programs hrough compeiive awards o new and exising providers.

    Leadership coninuiy a he sae level bodes well or enabling he sae o atainis Race o he op goals: Gov. Deval Parick was re-eleced in 2010 and he oher

    key ocials who led he Massachusets presenaion o he U.S. Deparmen o

    Educaion are sill in oce.38

    Fast facts: Massachusetts Race to the Top and teacher quality

    Grant award: $250,000,000 Reviewer score: 471.0

    Outcome-based perormance indicators*

    Student achievement

    Persistence in teaching

    Job placement o graduates

    in high-need felds

    Public disclosure o program eectiveness* 2013

    Program accountability measures in orce* 2013

    *See Appendix or defnitions

    Sources: Grant award amounts rom the U.S. Department o Educations Race to the Top Fund website; reviewer scores rom the same

    source; outcome-based perormance indicators, as well as dates or public disclosure and program accountability measures in orce rom theMaryland Race to the Top competitive grant proposal

    Wih hese advanages, as well as a srong educaion-reorm rack record over he

    las couple o decades, he Massachusets Race o he op sraegy is noneheless

    undercu by a lack o deail abou how major commimens will be operaional-

    ized and implemened. Tis is discussed below in greaer deail, bu hese issues

    http://www2.ed.gov/programs/racetothetop/phase2-awards/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-applications/score-sheets/massachusetts.pdfhttp://www2.ed.gov/programs/racetothetop/phase2-awards/massachusetts.pdf
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    sugges he need or careul atenion rom he U.S. Deparmen o Educaion and

    vigilance rom sae leaders i heir hopes o ongoing reorm are o be realized.

    Specifics of the Massachusetts proposal

    Wih he bes-perorming sae public school sysem in he Unied Saes,39

    Massachusets seems o have decided ha sronger incenives aimed a in-sae

    preparaion programs will be a good way o keep momenum going on improved

    suden oucomes. Trough Race o he op, hereore, Massachusets will imple-

    men hree accounabiliy indicaors criical o he success o schools and pupils:

    Holding preparaion programs accounable or he eacher eeciveness o

    program graduaes, as measured by sae achievemen essPersisence raes in eaching or program graduaesPlacemen o preparaion-program graduaes as eachers in high-need elds

    Trough hese measures, Massachusets will be one o only ve saes using

    Race o he op-developed indicaors or eacher-educaion accounabiliy.

    Oher saes limi hemselves o public disclosure alone, hoping ha shame will

    induce reorm o weak programs.

    Massachusetts Race to the Top capacity and commitment indicators

    Data Quality Campaign10 Key Elements* 10

    Data Quality CampaignEssential State Actions* 4/10

    Common Core State Standards* Yes

    Multistate assessment consortium* Yes

    *s ax

    Sources: The Data Quality Campaign items rom the 2010 version o the DQC survey o states to catalogue the status o their K-12 datasystems; inormation on adoption o the Common Core State Standards rom the website o the Common Core State Standards Initiative

    (http://www.corestandards.org/) and on state membership in either or both multi-state assessment consortium rom the US Department oEducations Race to the Top Assessment website.

    By using persisence in eaching as an accounabiliy measure, Massachusets willbe in he company o only one oher saeNew Yorkaking acion o drive

    preparaion programs o pay atenion o wha happens o heir graduaes once

    hey leave he campus.40

    http://www.dataqualitycampaign.org/stateanalysis/states/MA/http://www.corestandards.org/in-the-stateshttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www2.ed.gov/programs/racetothetop-assessment/awards.htmlhttp://www.corestandards.org/in-the-stateshttp://www.dataqualitycampaign.org/stateanalysis/states/MA/
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    I Massachusets ollows hrough on is pledge o judge program qualiy by wheher

    or no graduaes are produced and employed in high-need elds, his sep alone

    could solve an imporan eacher-qualiy policy dilemma. Mos preparaion pro-

    grams pay no atenion o he needs o schools or school sysems when i comes o

    he producion o graduaes in specic grade levels and subjec areas. Tey admi

    whoever shows up, graduae whoever survives, and le someone else worry abouwheher he supply o new eachers has any relaionship o employer demand.

    As a resul, nearly every sae has a massive oversupply o newly prepared elemen-

    ary eachers. Moreover, many universiies expor large numbers o graduaes o

    oher saes because hey can nd jobs in heir home sae.41 Home sae axpay-

    ers have litle idea o he exen o which hey are paying o mee he eacher-

    supply needs o oher saes. By linking program oupu o in-sae school needs,

    Massachusets may orce beter alignmen beween supply and demand. New York

    and Rhode Island will also use job placemen as a program-accounabiliy mea-

    sure. (see page 43 and 52, respecively)

    Te hree new Massachusets program-qualiy indicaors represen imporan

    seps orward or a sae whose curren oversig