1. Research Spotlight: AZRfR Impact on Schools, Teachers & Student Wendy Miedel Barnard, Ph.D. Sarah A. Polasky, Ph.D. Hongxia Fu, M.A.

2. Goals of the AZ Ready for Rigor Grant 1.Increase Teacher and Principal Effectiveness 2.Increase student achievement 3.Retain highly effective educators 4.Eliminate shortages of highly effective teachers/administrators 5.Foster exemplary school culture in the highest-need communities across Arizona

3. Phases of Implementation Phase 1 Wave One Schools (Implementing TAP 2010- 2011) 10 Schools Phase 2 Wave Two Schools (Implementing TAP 2011- 2012) 34 Schools Phase 3 Wave Three Schools (Implementing TAP 2012- 2013) 15 Schools

4. TAP Elements of Success Instructionally Focused Accountability Multiple Career Paths Performance- Based Compensation Ongoing Applied Professional Growth

5. Teacher Effectiveness Increase the percentage of teachers in high- need schools who have a record of effectiveness Increase the percentage of principals in high-need schools who have a record of effectiveness

6. Teacher Skills, Knowledge & Responsibilities50% IndividualStudentValue-addedAchievement30% School-wideValue-addedStudentAchievement20% Measurement of Effectiveness 50% 50% School –wide, Value-added Student Achievement Teacher Skills, Knowledge & Responsibilities

7. Increase Teacher Effectiveness

8. Teacher Effectiveness

9. Principal and Assistant Principal Measurement of Effectiveness Observation Scores –Leadership Team (Principals) –Post-Conference (Assistant Principals) VAL-ED Surveys* Program Review/Program Fidelity School-Wide Student Growth/Achievement *This does not apply to Assistant Principals

10. Increase Principal Effectiveness In Year 3, 75% of Wave 1 School Principals and Assistant Principals were “effective”

11. Increase Retention Within five years, eliminate the shortage of highly effective teachers and principals in: –remote and hard-to-staff in participating schools and partner districts, –hard-to-staff areas/subjects (such as special education, middle/high school math and science)

12. Retention and Attrition 81% of “effective” teachers were retained Attrition rate of “highly effective” teachers and principals in hard to staff locations was only 10% Attrition rate of “highly effective” teachers in hard to staff subject areas was only 15%

13. Student Achievement Increase school-wide student achievement Student growth on standardized tests Median school-wide student growth percentile at or above 61 = TAP score of “4” or higher Increase overall school functioning AZ Learns A-F Letter Grades

14. Classroom/Teacher Level SGPs Group 2010-20112011-20122012-2013 Number of Teachers Mean (Standard Deviation) Number of Teachers Mean (Standard Deviation) Number of Teachers Mean (Standard Deviation) Wave 1110 51.11 (14.00) 143 52.95 (13.24) 145 55.74 (14.44) Wave 2 370 47.30 (14.67) 465 50.78 (15.71) Wave 3 20356.14 (16.30)

15. School Level SGPs Group 2010-20112011-20122012-2013 Number of Teachers Mean (Standard Deviation) Number of Teachers Mean (Standard Deviation) Number of Teachers Mean (Standard Deviation) Wave 1251 50.20 (6.23) 351 52.34 (7.90) 333 55.64 (8.54) Wave 2 1008 48.91 (8.77) 1261 50.08 (9.11) Wave 3 54251.57 (11.65)

16. AZ Learns Letter Grades Letter Grade Wave 1Wave 2Wave 3 2010- 2011 2011- 2012 2012- 2013 2013- 2014 2011- 2012 2012- 2013 2013- 2014 2012- 2013 2013- 2014 A0 20% (N=2) 33% (N=3) 0 6% (N=2) 13% (N=2) 0 B 50% (N=5) 20% (N=2) 40% (N=4) 33% (N=3) 29% (N=10) 32% (N=11) 24% (N=8) 33% (N=5) 41% (N=7) C 50% (N=5) 60% (N=6) 40% (N=4) 33% (N=3) 41% (N=14) 35% (N=12) 42% (N=14) 13% (N=2) 35% (N=6) D 21% (N=7) 27% (N=9) 40% (N=6) 24% (N=4) F 9% (N=3)

17. Increased Positive School Functioning Teachers and principals in the Ready-for-Rigor TAP schools will report increased attitudes towards collaborative activities and performance based pay as measured by the yearly TAP Attitude Survey. Participation in Ready-for-Rigor TAP schools will increase teacher yearly reports of positive school culture as measured by the Teacher Working Conditions Survey.

18. Performance Based Compensation Example questions: “The annual bonus motivates me to work harder with my current class” and “I feel comfortable with how performance-based compensation bonuses are determined” Year 169% Year 272% Year 374%

20. Thank you! For additional information, please contact: Wendy Barnard Wendy.barnard@asu.edu