Secondary Mathematics and Science Teachers in Texas: Supply ...

Secondary Mathematics and Science Teachers in Texas: Supply ...

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 1 Number of Middle School Teacher FTEs Assigned Out-of-Field (19992008) 3000 2500 +30% 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-ofField (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 % Teachers Certified Production of Secondary Mathematics Teachers by Route to Certification 100% 90% 80% 70% 60% 50% 40%

30% 20% 10% 0% (1995-2007) NCL B Permit Cert by Exam Out-of-State Alternative Post Bacc Traditional Spring of Academic Year 5 Production of Secondary Science Teachers by Route to Certification % Teachers Certified (1995-2007) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% NCL

B Permit Cert by Exam Out-of-State Alternative Post Bacc Traditional 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 2008 34.4% 21.7% Science CHG 2002 2008 CHG

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 7 2.8% 2.2% -0.5 1.7% 3.2% 1.5 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% 8 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% 9 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-ofField by Student Poverty 50% 40% 30% 20% 10% 0% 2003 2004 2005 Low-Poverty 2006 2007 2008

High-Poverty 11 Percentage of High School Science Teacher FTEs Assigned Out-ofField 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 Outof-Field 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 13 Measures of High School Math Teacher Quality for Low- and High-Performing Schools (2003 and 2007) Performanc

e 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 14 Measures of High School Science Teacher Quality for Low- and High-Performing Schools (2003 and 2007) Performanc e Out-of-Field Beginning Failed Cert Exam

2003 2007 2003 2007 Level 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 15 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 16 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 17 Projections of Supply and Demand for Secondary* Mathematics Teachers 12,000 # Teachers 10,000 5,20 0 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 18 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 19 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 20 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 hardto-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. 21 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. 22 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. 23 For comments or questions, please contact Ed Fuller at: [email protected] or Carol Fletcher at: [email protected] 24

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