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Secondary Mathematics and Science Teachers in Texas: Supply, Demand, and Quality. Ed Fuller, PhD University Council for Educational Administration Department of Educational Administration The University of Texas at Austin Sponsored by Texas Instruments and TBEC. - PowerPoint PPT Presentation
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1
Secondary Mathematics and Science Teachers in
Texas: Supply, Demand, and
QualityEd Fuller, PhD
University Council for Educational AdministrationDepartment of Educational Administration
The University of Texas at Austin
Sponsored by Texas Instruments and TBEC
2
Number of Middle School Teacher FTEs Assigned Out-of-Field (1999-
2008)
0
500
1000
1500
2000
2500
3000
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Mathematics Science
+30%
+40%
3
Number of High School Teacher FTEs Assigned Out-of-Field (1999-2008)
0
500
1000
1500
2000
2500
3000
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Mathematics Science
+30%
+65%
4
Percentage of Middle and High School Mathematics and Science Teacher FTEs Assigned Out-of-
Field (1999-2008)
0
5
10
15
20
25
30
35
40
45
50
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
MS-Mathematics MS-Science HS-Mathematics HS-Science
> 30%
5
Production of Secondary Mathematics Teachers by Route to
Certification (1995-2007)
0%10%
20%30%
40%50%
60%70%
80%90%
100%
Spring of Academic Year
% T
each
ers
Cer
tifie
d
Permit
Cert by Exam
Out-of-State
Alternative
Post Bacc
Traditional
NCLB
6
Production of Secondary Science Teachers by Route to Certification
(1995-2007)
0%10%
20%30%
40%50%
60%70%
80%90%
100%
Spring of Academic Year
% T
each
ers
Cer
tifie
d
Permit
Cert by Exam
Out-of-State
Alternative
Post Bacc
Traditional
NCLB
7
Production of Secondary Mathematics and Science
Teachers by Program Type and Route to Certification
Program Type and Mathematics Science
Certification Route 2002 2008 CHG 2002 2008 CHG
Univ Traditional 34.4% 21.7%
-1
2.7 19.1% 9.9% -9.2
Univ Post-Bacc 1.8% 2.7% 0.9 2.6% 3.9% 1.3
Univ ACP 7.2% 6.4% -0.8 10.9% 8.3% -2.6
District ACP 2.7% 3.1% 0.4 2.9% 4.1% 1.2
District ACP Permit 3.2% 0.1% -3.1 3.0% 0.2% -2.8
Region ESC ACP 7.1% 5.6% -1.5 8.1% 10.1% 2.0
Comm College ACP 2.8% 2.2% -0.5 1.7% 3.2% 1.5
Private ACP 1.9% 23.1% 21.2 3.3% 30.4% 27.1
Out-of-State 16.7% 12.7% -4.0 18.6% 13.9% -4.7
Cert-by-Exam 6.3% 21.3% 15.0 12.7% 15.2% 2.4
Permit 15.9% 1.1%
-1
4.8 17.1% 0.8% -16.2
8
First-Time Test Takers on TExES Middle- and High School Math and Science Exams by Program Type
FIRST-TIME TEST-TAKERS
Prep Program Mathematics Science
Type MS HS MS HS
University 74.8% 63.9% 63.1% 50.3%
District ACP 70.8% 62.4% 65.3% 51.5%
Region ESC ACP 74.0% 62.6% 66.4% 57.0%
Comm College ACP 69.5% 62.1% 63.6% 53.1%
Private ACP 59.7% 53.7% 54.3% 42.1%
Total 70.2% 61.1% 61.5% 49.1%
9
Last-Time Test Takers on TExES Middle- and High School Math and Science Exams by Program Type
LAST-TIME TEST-TAKERS
Prep Program Mathematics Science
Type MS HS MS HS
University 89.8% 83.4% 81.7% 69.6%
District ACP 87.6% 78.9% 81.7% 82.9%
Region ESC ACP 88.3% 82.1% 87.1% 77.9%
Comm College ACP 84.4% 79.2% 81.5% 72.8%
Private ACP 71.5% 69.1% 68.1% 59.9%
Total 84.4% 79.2% 78.9% 68.8%
10
High School Math and Science Passing Rates for First-Time Test-Takers
Organization/ Entity Mathematics Science
State Average 53.1% 46.1%
University of Texas - Austin 89.4% 87.7%
Texas A&M University 86.4% 67.7%
Region 04 Education Service Center 65.3% 67.3%
Region 10 Education Service Center 63.4% 57.8%
Region 20 Education Service Center 71.2% 55.4%
University of Texas - San Antonio 56.3% 50.8%
iteAChtexas.com 62.3% 50.8%
Dallas ISD 64.6% 47.1%
ACT-Houston 61.7% 38.5%
Region 01 Education Service Center 43.3% 39.2%
Education Career Alternatives Program 50.5% 38.5%
Texas Teachers of Tomorrow 46.5% 42.2%
University of Texas - El Paso 42.7% 37.5%
ACT Rio Grande Valley 50.0% 35.0%
Alternative-South Texas Educ Prgm 32.7% 21.0%
11
Percentage of High School Math Teacher FTEs Assigned Out-of-
Field by Student Poverty
0%
10%
20%
30%
40%
50%
2003 2004 2005 2006 2007 2008
Low-Poverty High-Poverty
12
Percentage of High School Science Teacher FTEs Assigned Out-of-
Field by Student Poverty
0%
10%
20%
30%
40%
50%
2003 2004 2005 2006 2007 2008
Low-Poverty High-Poverty
13
% of Algebra I Teachers Assigned Out-
of-Field by 9th Grade TAKS Math Performance (2008)
0%
10%
20%
30%
40%
50%
HighestPerf
LowestPerf
0%
10%
20%
30%
40%
50%
HighestPerf
LowestPerf
All High Schools High-Poverty High Schools
14
Measures of High School Math Teacher Quality for Low- and
High-Performing Schools (2003 and 2007)
Performance Out-of-Field Beginning
Failed Cert Exam
Level 2003 2007 2003 2007 2003 2007
Lowest Performing 22.1 19.4 7.4 11.0 30.3 35.8
Highest Performing 10.4 8.0 4.2 3.9 19.5 19.9
Diff: HP - LP -11.7 -11.4 -3.2 -7.1 -10.9 -16.0
15
Measures of High School Science Teacher Quality for Low- and
High-Performing Schools (2003 and 2007)
Performance Out-of-Field Beginning
Failed Cert Exam
Level 2003 2007 2003 2007 2003 2007
Lowest Performing 36.2 40.9 9.0 12.7 35.9 39.4
Highest Performing 20.0 19.8 5.6 5.0 23.1 22.7
Diff: HP - LP -16.2 -21.1 -3.4 -7.8 -12.9 -16.7
16
Three-Year Attrition Rates for Secondary Math & Science
Teachers by Program Type and Route
0.0 10.0 20.0 30.0 40.0 50.0
Cert-by-Exam
Out-of-State
Permit
Private ACP
Comm College ACP
Region ESC ACP
District ACP
Univ ACP
Univ Post-Bacc
Univ Traditional Science
Math
17
Costs of Differential Turnover Rates
• If all other programs and routes had the same retention rate as traditional preparation programs, school districts would save:
• Between $3,500,000 and $7,000,000 per year on math teachers
• Between $2,700,000 and $5,400,000 per year on science teachers
• This is enough to fund mentoring and induction for every beginning math & science teacher
18
Projections of Supply and Demand for Secondary* Mathematics
Teachers
* Secondary includes grades 7 through 12
0
2,000
4,000
6,000
8,000
10,000
12,000
2004 2005 2006 2007 2008 2009 2010 2011 2012
# T
eachers
Supply Demand
5,200
19
Projections of Supply and Demand for Secondary* Science Teachers
* Secondary includes grades 7 through 12
0
2,000
4,000
6,000
8,000
10,000
12,000
2004 2005 2006 2007 2008 2009 2010 2011 2012
# T
each
ers
Supply Demand
6,100
20
Relatively Low Pay for Teachers
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
$90,000
$100,000
2000 2007
Year
Avg S
ala
ry
All SecondarySTEMTeachers(Total Salary)
Computer andMathematicalOccupations
ArchitectureandEngineeringOccupations
EngineeringOccupationsOnly
Source: U.S. Bureau of Labor Statistics (2000 and 2007); PEIMS 2000 and 2007Analysis: Dr. Ed Fuller, The University of Texas at Austin
21
Policy RecommendationsRequire all preparation programs to provide at
least 80 clock hours of pre-service training before teacher can start teaching.
Provide funding for a statewide teacher mentoring and induction program for secondary STEM teachers, especially in hard-to-staff schools.
Create monetary incentives for traditional and post-baccalaureate university-based programs to produce STEM teachers.
Provide a statewide stipend for secondary STEM teachers teaching in high-needs schools.
22
Policy RecommendationsFund a statewide, systemic professional development
program that provides help to under-qualified teachers.
Provide service scholarships (like the North Carolina Teaching Fellows) that subsidize teacher preparation for individuals who will enter secondary mathematics and science teaching and pledge to stay for at least fours years.
Provide money to pilot urban school teacher academies )separate from STEM academies) where aspiring STEM teachers learn their craft under master teachers.
23
Policy Recommendations
Develop a well-funded, thoughtful, and systemic plan to address the shortage and quality of STEM teachers that addresses preparation, retention, distribution, and professional development.
Fund and plan a high-quality evaluation of these efforts.
24
For comments or questions, please contact Ed Fuller at:
or Carol Fletcher at:
