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Learning outcomes, teacher content
knowledge & teacher absenteeism
Nic Spaull
LRC conference
15 November 2012
Overview
① Setting the scene  Student performance
② Teacher content knowledge
③ Teacher absenteeism
④ Concluding remarks
“Without data, you are
just another person
with an opinion”
- Andreas Schleicher
2
Student performance 2003-2011
TIMSS (2003)  PIRLS (2006) SACMEQ (2007)  NSES (2008-10)  ANA (2011)
TIMSS 2003 (Gr8 Maths & Science)
PIRLS 2006 (Gr 4/5 – Reading)
•
Out of 50 participating countries (including 6
•
(DBE, 2011) (UNICEF internal report)
SA came
last
SACMEQ
2007
(Gr6
– Reading
& Maths)
• African
Out ofIIIcountries)
45
participating
countries
SA came
•
Only
last 10% reached low international benchmark
••NSES
improvement
from
2003
2008-2010
(Gr
3-5TIMSS
–ofand
Reading
& maths
Maths)
SA
came
for
reading
8/15
for
• No
87%
of 10/15
gr4 and
78%
Gr1999-TIMSS
5 learners
behind
countries
such
as Swaziland,
Kenya
and
•
(Reddy,
2006)
deemed
to
be
“at
serious
risk
of
not
Tanzania
learning
to
read”
(Trong,
2010:
2)
ANA
2011
(Gr
1-6
Reading
& Maths)
•
27%
of gr6
students
functionally
illiterate
Mean
literacy
score
gr3: 19.4%
•• (Howie
etstudents
al., 2008)
40% of gr6
functionally innumerate
•• Mean
numeracy
score gr3: 28.4%
(Moloi & Chetty, 2011), (Spaull, 2011; 2012)
•• Mean
literacy
score
35%
Gr 3 Black
children
in gr3:
former
white
scored higher
ongr3:
the 28%
same test
• schools
Mean numeracy
score
Black score
children
in 28%
former Black
• than
MeanGr5
literacy
gr6:
schools
• Mean numeracy score gr6: 30%
• (Taylor, 2011b)
3
Student performance: matric performance
•
•
•
Matric passes as % of Gr 2
learners 10 years earlier:
– 2009: 28%
– 2010: 34%
– 2011: 38%
In the bottom 4 quintiles of
schools, only 1% of learners in
grade 8 will go on to pass matric
and obtain a C symbol or higher
(60%) for Mathematics and
slightly fewer for Physical Science
Approximately ten times as many
will do so in Quintile 5 schools
Flow through: learner numbers in grades 2, 10 and
12 and matric passes
1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
0
2009
2010
2011
Gr.2 (10 years prior)
Gr.10 (2 years prior)
Numbers who wrote matric
Number who passed matric
(Oxford Policy Management & Stellenbosch Economics, 2012)
4
Teacher knowledge
Teachers cannot teach
what they do not know.
CK – How
Demonizing teachers is
popular, but unhelpful
to do
fractions
PCK –
“For every increment of performance I demand
from you, I have an equal responsibility to
provide you with the capacity to meet that
expectation. Likewise, for every investment you
make in my skill and knowledge, I have a
reciprocal responsibility to demonstrate some
new increment in performance” (Elmore,
2004b, p. 93).
how to
teach
fractions
Student
understands &
can calculate
fractions
Background: Data
SACMEQ

Southern and Eastern African Consortium for Monitoring Educational Quality

14 participating countries

SACMEQ II (2000), SACMEQ III (2007)

Nationally representative

Testing :
SACMEQ III:
o
Gr 6 Numeracy
o
Gr 6 Literacy
o
HIV/AIDS Health knowledge
South Africa
 9071 Grade 6 students
 1163 Grade 6 teacher tests
 392 primary schools
•
See SACMEQ website for research
Teacher knowledge...
Maths teacher content knowledge
(SACMEQ III)
Source: Stephen Taylor
7
Reading teacher reading performance by
URBAN/RURAL
SACMEQ III
840
820
BOT
800
KEN
LES
MOZ
780
NAM
SEY
SOU
760
SWA
TAN
740
UGA
ZIM
720
700
Rural
urban
8
Maths teacher maths performance by
URBAN/RURAL
SACMEQ III
950
900
BOT
KEN
LES
850
MOZ
NAM
SEY
SOU
800
SWA
TAN
UGA
ZIM
750
700
Rural
Urban
9
Mathematics teacher mathematics score by school SES
QUINTILE
SACMEQ III
950
Mathematics teacher mathematics score
Kenya
900
South Africa
850
Tanzania
Zimbabwe
Botswana
Kenya
Namibia
Seychelles
Swaziland
800
South Africa
Swaziland
Tanzania
Zimbabwe
750
700
1
2
3
4
5
Quintiles of school SES
10
Reading teacher reading score by school SES
QUINTILE
SACMEQ III
880
Seychelles
860
Mean Reading teacher reading score
840
South Africa
820
Botswana
Kenya
800
Kenya
780
Botswana
Namibia
760
Swaziland
Namibia
Seychelles
South Africa
Swaziland
Tanzania
Zimbabwe
740
Tanzania
720
700
1
2
3
4
5
Quintiles of school SES
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Teacher knowledge
SACMEQ III (2007)  401/498 Gr6 Mathematics teachers
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Correct answer
(7km):
38% of Gr 6
Maths teachers
SACMEQ Maths
teacher test Q17
Correct
1
23%
2
22%
Quintile
3
38%
4
40%
5
74%
Avg
38%
2 education
systems
12
Teacher knowledge...
 Q6: 53%
correct (D)
Q9: 24% correct (C)
English Q9: 57% correct (D)
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Teacher knowledge
• Teachers cannot teach what they do not know
– Minimum competency test
• Teachers need to be able to pass tests that their learners are
expected to pass. If not they need training ASAP
– Matric marker competency test
• Piloted nationally in 2012
• Already established in WC
14
Accountability: teacher absenteeism
(SACMEQ III – 2007 – 996 teachers)
15
Accountability: teacher absenteeism
(SACMEQ III – 2007 – 996 teachers)
Non-strike teacher absenteeism
SACMEQ III (2007)
25
20
4th/15
15
Days per year
10
19
5
6
7
8
8
9
9
10
10
11
11
12
14
14
14
0
16
Accountability: teacher absenteeism
(SACMEQ III – 2007 – 996 teachers)
Non-strike Self-reported teacher absenteeism (days)
SACMEQ III (2007)
Non-strike teacher absenteeism
Teachers' strikes
25
15th/15
20
0
15
12
0
Days per year
2
10
0
0
5
7
0
0
8
8
9
9
10
10
0
0
0
19
0
0
6
0
0
11
11
12
14
14
14
0
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Accountability: teacher absenteeism
• Teacher absenteeism is regularly found to
be an issue in many studies
• 2007: SACMEQ III conducted – 20 days average in 2007
• 2008: Khulisa Consortium audit – HSRC (2010) estimates that 20-24
days of regular instructional time were lost due to leave in 2008
• 2010: “An estimated 20 teaching days per teacher were lost during the
2010 teachers’ strike” (DBE, 2011: 18)
•
Importantly this does not include time lost where teachers were at
school but not teaching scheduled lessons
• A recent study observing 58 schools in the North West concluded
that “Teachers did not teach 60% of the lessos they were scheduled
to teach in North West” (Carnoy & Chisholm et al, 2012)
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Accountability: teacher absenteeism
(SACMEQ III – 2007 – 996 teachers)
Western Cape
Eastern Cape
Limpopo
KwaZulu-Natal
% absent > 1
week striking
32%
81%
97%
82%
% absent > 1
month (20 days)
22%
62%
48%
73%
% absent > 2
months (40 days)
5%
12%
0%
10%
1.3 days
a week
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Conclusions
Some binding constraints:
① Below-basic teacher content knowledge
I. Minimum teacher competency tests and
emergency training
② Excessively high teacher absenteeism
I. Teacher inspectorate?
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www.nicspaull.com/research
[email protected]
@NicSpaull
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