1. The Center for the Future of Teaching and Learning The Status of the Teaching Profession 2005 California State University, Office of the Chancellor Policy Analysis for California Education University of California, Office of the President WestEd Research conducted by SRI International

2. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. High Stakes No Child Left Behind requires that: Every teacher must be “highly qualified” by the end of the 2005-06 school year. Steps are being taken to ensure that experienced and qualified teachers are equitably distributed among classrooms with poor and minority children and those with their peers. Stakes for Students are Rising: Seniors graduating in the Class of 2006 must pass the California High School Exit Exam.

3. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. High Stakes: Then and Now School-specific Sanctions/Rewards API monetary awards; teacher awards Student-specific Sanctions/Rewards Students face ever higher standards of academic achievement  California High School Exit Exam  Increased coursework requirements for high school graduation  Higher requirements for college admittance

4. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. High Stakes: Math and Science The average math scores for fourth and eighth grade students in California ranked only above Mississippi and Louisiana (RAND, 2005). Only 28 percent of California fifth-graders scored at or above the proficient level on the state’s science exam (CDE, 2005).

5. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Higher Stakes for Minority Students Science—Fifth grade Only 14% of African American and 13% of Latino students perform at or above proficient. Algebra I—Eighth grade Only 14% of African American and 18% of Latino students perform at or above proficient.

6. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. The Mismatch: Teachers and High Stakes Schools with the lowest percentage of students passing the CAHSEE have the most underprepared teachers. Nearly 100,000 students have yet to pass the exam and risk failing to graduate this year. About 75,000 of these students have yet to pass the math portion of the exam

7. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Distribution of Underprepared Teachers by School-level API Students in the state’s lowest performing schools are five times more likely to have an underprepared teacher than students in the highest performing schools.

8. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Underprepared Math and Science Teachers by School-level API, 2004-05 Source: API 2004 (2004 API Base Data File), PAIF 2004. Note: Includes only full-time teachers who teach at least one math or science class.

9. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Distribution of Underprepared Teachers by School-level Percentage of Minority Students

10. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Underprepared Math and Science Teachers, by School-level Percentage of Minority Students Source: CBEDS (Aggregate Data Files) 2004, PAIF 2004. Note: Includes only full-time teachers who teach at least one math or science class.

11. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Persistent Inequities Intern teachers are maldistributed– 85% of interns are assigned to high minority schools. Only 3% of interns are assigned to low minority schools.

12. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Inequity and its Long-term Impact

13. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. A Deeper Look: Algebra I 35% of middle school teachers assigned to teach Algebra I do not have a mathematics credential. Approximately 69,000 middle school students are enrolled in Algebra I classes where the teacher is underprepared or teaching out-of-field. Algebra I is required for high school graduation and serves as a gatekeeper to advanced math courses necessary for admittance to institutions of higher education.

14. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Out-of-Field Teachers Out-of-field teaching continues to be a problem across subject areas in California high schools. At least 20% of mathematics and life science teachers are assigned out-of-field or are underprepared. Nearly one-third of physical science teachers are either underprepared or assigned out- of-field.

15. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Need for Increased Retention Efforts Secondary teachers leave the profession at faster rate than elementary teachers: 27% leave by their fourth year of teaching It may be assumed that this problem is amplified for math and science teachers as their earning potential is greater outside of teaching.

16. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Advanced Placement Courses President Bush’s American Competitiveness Initiative calls for 70,000 additional math and science AP teachers nationwide Currently, California has 1,287 teachers who teach at least one AP math course and 1,429 teachers who teach at least one AP science course

17. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. The Looming Teacher Shortage Nearly 100,000 teachers in California are over 50 years old. One-third of the teacher workforce will retire in the next decade.

18. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Teacher Preparation Enrollment v. Production

19. The Center for the Future of Teaching and Learning Copyright © 2005. All rights reserved. Now is the Time to Take Action The chance of supply meeting demand is greatest in the 2005-06 school year. Unless action is taken immediately, the gap between supply and demand will widen over the next 10 years.