Title: March 23, 2006 Mike Hudson, President National Center for Educational Accountability mikehudsonjust4
1March 23, 2006Mike Hudson, PresidentNational
Center for Educational Accountabilitymikehudson_at_j
ust4kids.org www.nc4ea.orgwww.just4kids.org
- Connecting Teacher Education to Student
Achievement - TPERF Education Summit
2NCEA Sponsoring Organizations
3No Child Left Behind
- Each State shall develop a plan to ensure that
all teachers teaching in core academic subjects
within the State - are highly qualified.
4NCEA Guiding Principles
- Without data, youre just another
- person educator
- with an opinion.
- Data should be used as a flashlight, not as a
hammer. It is only the first step in the Just
for the Kids School Improvement Service.
5The Study
- Connecting Teacher Education to Student
Achievement - The University of Texas System (UT System)
- Assessment of Nine Teacher Preparation
- Programs
- Funded by the Houston Endowment
- In cooperation with the
- Texas Education Agency
6The UTS Assessment of Teacher Preparation Programs
- A 4½ year longitudinal project through 2007
- Analyze data on academic growth of students in
the classrooms of teachers who have recently
graduated from UT institutions - Identify more effective programs, while
controlling for available relevant variables - Study differences between relatively more and
less effective programs - Share results to provide feedback for all UT
System teacher preparation programs
7Data Collection
- Year One
- Student-teacher matches from 51 school districts
(projected 50 of graduates) (number increased
to 64 in Year Two) - Demographic and test score data for each matched
student from the state education agency - Test data covers current and two prior years
- Certification data from the state teacher
certification agency - All records matched by unique encrypted student
and teacher identifiers created for the study -
8Year One Predicted Data Texas School Districts,
Students Teachers
- Cohort originally identified by State Board for
Educator Certification which predicted - 4,134 UT System newly certified graduates in
2002-2003 teaching in Texas Public Schools in
2003-2004 - 2,607 UT System newly certified graduates in 51
participating school districts - 829 UT System newly certified graduates in 51
participating school districts teaching
Reading/English Language Arts or Math in K-12 -
9Year One Actual Data Texas School Districts,
Students Teachers
- Actual data submitted by 51 participating school
districts - 904 UT System newly certified graduates
- 651 (79 of SBEC expected 829) UT System
graduates teaching Reading/English Language Arts
or Math in K-12 - 636 UT System graduates teaching Reading/English
Language Arts or Math in 4-11 - 532 UT System graduates teaching Reading/English
Language Arts or Math in grades 4-8 - Analysis includes only these graduates as they
teach subjects measured by a statewide test at
grade level
10Statistical Analysis
- Quantitative Analysis-HLM Models
- Goal Distinguish between teacher preparation
programs and other available predictors of
teacher effectiveness - Outcome Identify programs that have a consistent
and systematic positive impact on their
graduates teaching effectiveness
11Year One Data Analysis
- Exploratory Analysis in Year One used to
fine-tune models and methodology - Challenges in Year One Analysis
- More data (teachers districts) needed to
disaggregate UT System graduates across
institutions, certification types and grades - Transcript data for UT System graduates available
starting in Year Two Control for other
variables - Initial analysis is promising and indicates
differences among teachers from the nine
institutions
12Differences in Relative Effectiveness of
Graduates from U.T. Teacher Preparation Programs
Based on Student Academic Growth
13Next Steps
- Add UT System teacher transcript data
- Enlarge district and teacher pool
- Analyze math and reading/language arts with two
years of data - Identify programs having positive impact on
teacher effectiveness
14Next Steps Continued
- 5. Repeat (1-3) for Years Three and Four once
participating districts have been identified and
their data have been submitted to TEA - 6. Investigate robustness of findings across
years - 7. Conduct qualitative study to differentiate
practices between more and less effective
institutions - 8. Use data to promote continuing improvement of
all UT System teacher preparation programs
15Future Goals
- Include all Texas teacher preparation programs in
analysis - Including alternative certification programs
- Engage other states in examining their teacher
preparation programs
16Data Quality Campaign
17State Policy Implications
- Texas should require a student-to-teacher data
link within the state data system item 5 - Texas should encourage research access to
data--Build support for longitudinal research
projects - Other states should begin evaluation of teacher
preparation programs linked to student achievement
18NCEA UT System Study
- This study will be on our website soon
- www.just4kids.org
- www.DataQualityCampaign.org
- Contacts
- vbrinson_at_mail.utexas.edu
- mlummus_at_mail.utexas.edu