Transcript Secondary Mathematics and Science Teachers in Texas

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
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Number of Middle School Teacher
FTEs Assigned Out-of-Field (1999-2008)
3000
+30%
2500
2000
+40%
1500
1000
500
0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Mathematics
Science
2
Number of High School Teacher FTEs
Assigned Out-of-Field (1999-2008)
+65%
3000
2500
2000
+30%
1500
1000
500
0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Mathematics
Science
3
Percentage of Middle and High School
Mathematics and Science Teacher
FTEs Assigned Out-of-Field (1999-2008)
50
45
> 30%
40
35
30
25
20
15
10
5
0
1999
2000
2001
MS-Mathematics
2002
2003
MS-Science
2004
2005
2006
HS-Mathematics
2007
2008
HS-Science
4
Production of Secondary Mathematics
Teachers by Route to Certification
(1995-2007)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Permit
Cert by Exam
Out-of-State
Alternative
Post Bacc
Traditional
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
% Teachers Certified
NCLB
Spring of Academic Year
5
Production of Secondary Science
Teachers by Route to Certification
(1995-2007)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Permit
Cert by Exam
Out-of-State
Alternative
Post Bacc
Traditional
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
% Teachers Certified
NCLB
Spring of Academic Year
6
Production of Secondary Mathematics
and Science Teachers by Program Type
and Route to Certification
Program Type and
Certification Route
Univ Traditional
Mathematics
2002
34.4%
2008
Science
CHG
21.7% -12.7
2002
2008
CHG
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
16.7%
12.7%
-4.0
18.6%
13.9%
-4.7
6.3%
21.3%
15.0
12.7%
15.2%
2.4
1.1% -14.8
17.1%
0.8%
-16.2
Out-of-State
Cert-by-Exam
Permit
15.9%
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First-Time Test Takers on TExES
Middle- and High School Math and
Science Exams by Program Type
FIRST-TIME TEST-TAKERS
Prep Program
Type
Mathematics
MS
HS
Science
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%
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Last-Time Test Takers on TExES
Middle- and High School Math and
Science Exams by Program Type
LAST-TIME TEST-TAKERS
Prep Program
Type
Mathematics
MS
HS
Science
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%
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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%
10
21.0%
Percentage of High School Math
Teacher FTEs Assigned Out-of-Field
by Student Poverty
50%
40%
30%
20%
10%
0%
2003
2004
2005
Low-Poverty
2006
2007
2008
High-Poverty
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Percentage of High School Science
Teacher FTEs Assigned Out-of-Field
by Student Poverty
50%
40%
30%
20%
10%
0%
2003
2004
2005
Low-Poverty
2006
2007
High-Poverty
2008
12
% of Algebra I Teachers Assigned Out-ofField by 9th Grade TAKS Math Performance
(2008)
All High Schools
High-Poverty High Schools
50%
50%
40%
40%
30%
30%
20%
20%
10%
10%
0%
0%
Highest
Perf
Lowest
Perf
Highest
Perf
Lowest
Perf
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Measures of High School Math
Teacher Quality for Low- and HighPerforming Schools (2003 and 2007)
Performance
Level
Out-of-Field
2003
2007
Lowest
Performing
22.1
19.4
Highest
Performing
10.4
Diff: HP - LP
-11.7
Beginning
2003
Failed Cert
Exam
2007
2003
2007
7.4
11.0
30.3
35.8
8.0
4.2
3.9
19.5
19.9
-11.4
-3.2
-7.1
-10.9
-16.0
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Measures of High School Science
Teacher Quality for Low- and HighPerforming Schools (2003 and 2007)
Performance
Level
Out-of-Field
2003
2007
Lowest
Performing
36.2
40.9
Highest
Performing
20.0
Diff: HP - LP
-16.2
Beginning
2003
Failed Cert
Exam
2007
2003
2007
9.0
12.7
35.9
39.4
19.8
5.6
5.0
23.1
22.7
-21.1
-3.4
-7.8
-12.9
-16.7
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Three-Year Attrition Rates for
Secondary Math & Science Teachers by
Program Type and Route
Univ Traditional
Science
Univ Post-Bacc
Math
Univ ACP
District ACP
Region ESC ACP
Comm College ACP
Private ACP
Permit
Out-of-State
Cert-by-Exam
0.0
10.0
20.0
30.0
40.0
50.0
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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
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Projections of Supply and Demand for
Secondary* Mathematics Teachers
12,000
# Teachers
10,000
5,200
8,000
6,000
4,000
2,000
0
2004 2005 2006 2007 2008 2009 2010 2011 2012
Supply
* Secondary includes grades 7 through 12
Demand
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Projections of Supply and Demand for
Secondary* Science Teachers
12,000
# Teachers
10,000
8,000
6,100
6,000
4,000
2,000
0
2004 2005 2006 2007 2008 2009 2010 2011 2012
Supply
* Secondary includes grades 7 through 12
Demand
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Relatively Low Pay for Teachers
$100,000
All Secondary
STEM
Teachers
(Total Salary)
$90,000
$80,000
Computer and
Mathematical
Occupations
Avg Salary
$70,000
$60,000
$50,000
Architecture
and
Engineering
Occupations
$40,000
$30,000
Engineering
Occupations
Only
$20,000
$10,000
$0
2000
2007
Year
Source: U.S. Bureau of Labor Statistics (2000 and 2007); PEIMS 2000 and 2007
Analysis: Dr. Ed Fuller, The University of Texas at Austin
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Policy Recommendations
Require 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 postbaccalaureate university-based programs to
produce STEM teachers.
Provide a statewide stipend for secondary STEM
teachers teaching in high-needs schools.
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Policy Recommendations
Fund 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.
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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.
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For comments or questions, please
contact Ed Fuller at:
[email protected]
or Carol Fletcher at:
[email protected]
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