Equitable Distribution
Underqualified teachers are typically located in hard-to-staff schools where turnover is frequent and openings are often filled with inexperienced and uncredentialed teachers. States, districts, and schools have an obligation to work toward ensuring that all students—regardless of race, poverty or geography—have access to highly qualified teachers. Moreover, states, districts, and schools have a responsibility to make concerted efforts toward reducing the concentration of underqualified teachers in high-poverty schools. The National Comprehensive Center for Teacher Quality offers the following resources on the topic of equitable teacher distribution:
Publications
Model Components for Revised State HQT Plans
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Adobe® Reader® PDF 299 KB)
The National Comprehensive Center for Teacher Quality has developed Model Components for Revised State Highly Qualified Teacher Plans to help states working to improve their Revised State HQT Plans. This document captures the components submitted by the nine states that successfully met all six criteria outlined by the U.S. Department of Education.
Adobe Reader PDF 204 KB)This revised version of the March 2006 equitable distribution data tool is focused on areas where states had the most difficulty in their state plans. Although revised state plans have already been submitted, this enhanced version may continue to be useful to states as they (1) take stock of the types of data collection, analysis, and reporting procedures they currently have; (2) consider the types of data they may want to collect in the future; and (3) determine future analysis and reporting procedures.
America's Challenge: Effective Teachers for At-Risk Schools and Students ( Adobe Reader PDF 2.3 MB)
In the two years since the launch of the National Comprehensive Center for Teacher Quality, a tremendous amount of information has been compiled about the availability, recruitment, and retention of teachers for at-risk schools and students. The National Comprehensive Center for Teacher Quality has compiled much of this learning in its inaugural biennial report.
Qualified Teachers for At-Risk Schools: A National Imperative
The National Partnership for Teaching in At-Risk Schools developed this report in response to the urgent need to recruit and retain quality teachers in at-risk, hard-to-staff schools.
Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools
This publication focuses on six strategies for recruiting highly qualified teachers in mathematics, science, and special education.
Webcasts
Meeting the HQT Requirements of NCLB
The National Comprehensive Center for Teacher Quality hosted a webcast titled Supporting Progress in Meeting the Highly Qualified Teacher (HQT) Requirements of the No Child Left Behind (NCLB) Act on April 30, 2008. This live, interactive webcast will support regional comprehensive centers (RCCs) and state education agencies in their efforts to move from planning to action through the implementation of their state highly qualified teacher (HQT) plans.
America's Challenge: Effective Teachers for At-Risk Schools and Students (October 11, 2007)
In the two short years since the launch of the National Comprehensive Center for Teacher Quality , a tremendous amount of information has been compiled about the availability, recruitment, and retention of teachers for at-risk schools and students. The National Comprehensive Center for Teacher Quality has compiled much of this learning in its inaugural biennial report, America's Challenge: Effective Teachers for At-Risk Schools and Students, which was released on October 11, 2007.
Innovative Ideas and Practical Suggestions for Improving the State Highly Qualified Teacher Plans: Additional Resources
To help states improve their state plans for highly qualified teachers in every classroom, the National Comprehensive Center for Teacher Quality and the U.S. Department of Education teamed up to offer a webcast specifically for regional comprehensive centers and state Title II—Part A and highly qualified teacher representatives. During the one-hour webcast on September 7, 2006, panelists discussed the purpose of the state plans and the elements of a successful plan; provided overall impressions of the state plans submitted in July; and identified several resources, best practices, and innovative strategies for states to consider as they work toward improved state plans.
The National Comprehensive Center for Teacher Quality collaborated with the Appalachia Regional Comprehensive Center to present Equitable Distribution of Highly Qualified Staff: Challenges and Solutions and Tennessee Study on Teacher Effectiveness and Teacher Equity.
Equitable Distribution of Highly Qualified Staff: Challenges and Solutions
On March 20, 2007, the first of a two-part series webinar was held on the topic of equitable distribution of highly qualified teachers in Tennessee. The presentations and a variety of resources on the documentation of and strategies for addressing equitable distribution issues are provided.
Tennessee Study on Teacher Effectiveness and Teacher Equity
This webinar, which took place April 10, 2007, addresses efforts in Tennessee to identify disparities in children's access to high-quality teachers based on experience and education as well as teacher effectiveness as measured by Dr. William Sanders' value-added model of effectiveness. The report on Tennessee's work in this area is included to guide other states' efforts in achieving an equitable distribution of teachers.
Raising Student Achievement Through the Equitable Distribution of Teachers (March 30, 2006)
To help states improve their state plans for highly qualified teachers in every classroom, the National Comprehensive Center for Teacher Quality and the U.S. Department of Education teamed up to offer a webcast specifically for regional comprehensive centers and state Title II—Part A and highly qualified teacher representatives. During the one-hour webcast on September 7, 2006, panelists discussed the purpose of the state plans and the elements of a successful plan; provided overall impressions of the state plans submitted in July; and identified several resources, best practices, and innovative strategies for states to consider as they work toward improved state plans.
Events
National Issue Forum: "From Planing to Action: Implementation of the Highly Qualified Teacher Plans"
On March 28–29, 2007, the National Comprehensive Center for Teacher Quality hosted a national issue forum to help states and regional comprehensive centers move another step forward with the implementation of their state plans to ensure that highly qualified teachers are available for all students—regardless of where they live or the school they attend.
Resources
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). The revolving door: Factors affecting teacher turnover. In W. J. Fowler, Jr. (Ed.), Developments in School Finance, 2003: Fiscal Proceedings From the Annual State Data Conference of July 2003 (Vol. NCES 2004–325, pp. 5-15). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Lankford, H., Loeb, S., & Wyckoff, J. (2001). Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis.
Useem, E., & Farley, E. (2004). Philadelphia's Teacher Hiring and School Assignment Practices: Comparisons With Other Districts. Philadelphia: Research for Action.
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