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JAN-20-00 15:05 FROM: Great City Schools
ID: 202 393 2427
PAGE
1/4
COUNCIL OF THE GREAT CITY SCHOOLS
Council of the
Great City Schools
Fax
Anchorage
Atlanta
Baltimore
Birmingham
Boston
Broward County
Buffalo
Date: 1/20/00
Charlotte-Mecklenberg
Chicago
Clark County
Cleveland
Columbus
To:
Dallas
Dayton
Denver
Name:
Bethany Little
Des Moines
Detroit
El Paso
Organization:
White Hance
Fort Worth
Fresno
Houston
Fax: (202) 456-5581
Indianapolis
7028
Long Beach
Los Angeles
Louisville
Memphis
From:
Miami-Dade County
Milwaukee
Minneapolis
Name:
Nashville
Shirley Latherca
New Orleans
New York
Newark
Norfolk
Comments:
Oakland
Oklahoma City
Omaha
Orange County
Philadelphia
Pittsburgh
PlEase Call sace ben receive This
Portland
Providence
Richmond
Rochester
report.
Sacramento
Salt Lake City
San Antonio
San Diego
San Francisco
Seattle
Pages:
30
(including this one)
St. Louis
St. Paul
Toledo
Council of the Great City Schools
Tucson
1301 Pennsylvania Avenue, N.W.
Suite 702
Washington, D.C.
20004
Tulsa
(202) 393-2427
(202) 393-2400 (fax) http://www.cgcs.org
JAN-20-00 15:05 FROM: Great City Schools
ID:202 393 2427
PAGE
2/4
News...News...
News...News...
Council of the
Great City Schools
Council of the Great City Schools
1301 Pennsylvania Avenue, N.W.
Suite 702
Washington, D.C.
20004
EMBARGOED FOR RELEASE
CONTACT: Henry Duvall
January 19, 2000 (10 a.m., EST)
(202) 393-2427
Urban Schools Face Critical Teacher Shortage
Demand Greatest for Math, Science and Special Education Teachers
WASHINGTON, Jan. 19 - Demand for classroom teachers in the nation's urban schools
has reached critical proportions, primarily in special education, mathematics and science, with
shortages projected to continue through the next five years, according to a report released today.
A study titled The Urban Teacher C hallenge Teacher Demand and Supply in the Great City
Schools reveals that virtually all the nation's big-city school districts reported in a survey that they are
in immediate need for math (95 percent), science (98 percent) and special education teachers (98
percent). And not far behind, demand is also high for teachers in the areas of bilingual education
(73 percent), English-as-a-Second Language (68 percent) and educational technology (68 percent).
The study of 40 large urban school districts was conducted by Recruiting New Teachers
(RNT), a non-profit organization working to build the nation's teacher workforce; the Council of
the Great City Schools, a coalition of the nation's 57 largest urban public school systems; and the
Council of the Great City Colleges of Education, which comprises schools of education serving those
cities.
The three groups in 1994 joined forces to become the Urban Teacher Collaborative, aiming
to improve the quality, diversity and cultural sensitivity of America's urban teacher workforce. This
is the collaborative's second Urban Teacher Challenge study since 1996, with the latest report
indicating even higher demands for teachers.
High demand can also be found for minority teachers. Nearly three-quarters, or 73 percent,
of responding urban school districts in the survey indicated that they have an immediate need for
teachers of color. Minorities make up approximately 69 percent of student enrollment compared
with only 36 percent of the teaching force, the study notes.
"More than ever today, we need Americans to step up to the challenge of teaching all of our
children," says Council Executive Director Michael Casserly, "Helping our children learn in the
inner cities can present immeasurable rewards and satisfaction."
(more)
JAN-20-00 15:05 FROM:Great City Schools
ID: 202 393 2427
PAGE
3/4
Urban Schools Face Critical Teacher Shortage
Page 2
Urban school systems have developed and exercised a variety of creative and innovative ways
to recruit and retain teachers, including offering on-the-spot contracts to hire teachers and providing
induction and support programs to keep talented new teachers in the classroom, the study shows.
Nearly all of the urban school districts surveyed recruit at historically African-American and
Hispanic colleges.
Urban districts also employ stopgap measures, such as hiring non-certified teachers and using
long-term substitutes, to relieve classroom shortages,
On the supply side of the demand-supply equation, The Urban Teachers Challenge reveals
problems at the nation's colleges of education - the chief source for qualified teaching candidates.
Teacher education students "are still flocking to over-subscribed programs," the report stresses.
These are instructional arcas, such as elementary education, social studies/history and early
childhood, that have the most appeal to students pursuing teaching careers -- despite severe shortages
in other disciplines.
The Council of the Great City Colleges of Education surveyed 45 colleges and found that
students at more than half of them responding had low interest in pursuing a teaching career in
mathematics (55.6 percent) and foreign languages (53.3 percent), while nearly half, or 44.4 percent,
had low interest in becoming science teachers.
According to Council Chair Phil Rusche, dean of the School of Education at the University
of California, Northridge, urban colleges of education have taken action to realign their programs to
attract students to high-demand areas in urban education. "Now the time has come to scale up these
programs in a comprehensive way," he says.
The 26-page report gives city school district-by-district data on teacher demand and
recruitment strategies. The districts are Arlanta, Baltimore, Birmingham, Broward County (Fort
Lauderdale), Charlotte, Chicago, Cleveland, Columbus, Denver, Des Moines, Detroit, Fort Worth,
Fresno, Houston, Indianapolis, Jefferson County (Louisville), Los Angeles, Memphis, Miami-Dade,
Milwaukee, Minneapolis, Nashville, New Orleans, New York City, Newark, Oakland, Omaha,
Philadelphia, Piersburgh, Portland, Richmond, Rochester, Sacramento, Saint Paul, Salt Lake City,
San Antonio, San Diego, San Francisco, Toledo and Tucson.
###
JAN-20-00 15:06 FROM : Great City Schools
ID:202 393 2427
PAGE 4/4
THE URBAN TEACHER CHALLENGE
FEACHER DEMAND AND SUPPLYIN THE GREAT CITY SCHOOLS
Nancy R. Hoit
1175 Main Street
Hingham, MA 02043
To: BETHONY NITLE
Date:
Subject:
No. of Pages Including Cover
Receiver's FAX: 202-456-5581
Additional Comments:
For further information, or if there are problems in transmission:
PLEASE NOTE NEW AREA CODE:
Hoit Phone: 781-749-5563
Holt FAX: 781-749-5638
P.01
1 617 749 5638
NANCY HOIT
JAN-20-2000 13:55
MEMORANDUM
TO:
Nancy Hoit
FROM: Dr. James P. Comer
DATE: January 13, 2000
RE:
Likely Supporters for our Yale Child Study Center School Development
Program Education Extension Service Model
1.
Ms. Hillary Clinton - 1 proposed the idea to her in the White House in August of
1997. She liked the idea and suggested that I speak with Secretary of Education
Riley.
2.
Secretary Riley and Senior Staff - I spoke to Secretary Riley and Senior Staff in
the fall of 1997. We submitted a proposal which was eventually approved.
3.
Assistant Secretary of Education (Office of Education and Research) liked the
idea and gave final approval. We received initial funds in 1998. The grant is
structured so that we will receive 4.5 million dollars over a 5-year period with the
expectation that other departments of government, foundations, corporations and
private individuals will be involved.
4.
Other persons knowledgeable about our work and likely to be supportive:
a) Ms. Tipper Gore - - First personal contact in April of 1994 when she visited
one of our project schools in New Haven with our Congresswoman Rosa
DeLauro. Later we received honors at the same time from the American
Psychiatric Association, and in 1997 from the Judge Baker Children's Center
at Harvard University.
b) Congressman Richard Gephardt - First became familiar with our work
because one of his constituents read my book, implemented the approach
without training and got good outcomes; and called this to the attention of the
Congressman. Congressman Gephardt visited our Program in New Haven
and subsequently I spoke at a conference on families that he sponsored in
Missouri. At his request 1 made a presentation to a section of the Democratic
Caucus at a retreat in Virginia two years ago and to a Democratic Caucus
Study Group in Washington, D.C. last year. 1 will make a presentation to the
Caucus on February 6, 2000.
P.02
5668 749 617 I
NANCY HOIT
JAN-20-2000 13:56
TOTAL P.03
MEMORANDUM
January 13, 2000
Page 2
c) Congresswoman Rosa DeLauro - She represents the New Haven area and has
visited schools and people using our Program on several occasions. She has
called me to discuss education issues before she made presentations to the
d) Congress and the media. Her Education Aide attended our Summer Institute
in 1999.
e) Congressman Elijah Cummings - Consulted me regarding his interest in
improving education in the Baltimore area. His Legislative Aide attended our
1999 Summer Institute. I spoke at a conference on education in Baltimore
sponsored by the Congressman in September, 1999. He has expressed an
interest in supporting our work in any way possible.
f) Senator Joseph Lieberman - He is familiar with and supportive of our work. I
was among a group of advisors to him regarding education issues last Spring.
g) Senator Christopher Dodd - He is familiar with and supportive of our work.
h) Congressman Sheila Jackson-Lee, whom I believe is now Chair of the
Children's Caucus in the Congress. She is a Yale graduate and is familiar
with and supportive of our work.
i) Congresswoman Juanita Millender-McDonald from California - I served on
the National Board of Professional Teaching Standards with her. She is a
former teacher and very supportive of our work.
j) All of the members of the Black Caucus in Congress know of our work, some
much better than others. Charlie Rangel is a personal friend.
k) Congressman Major Owens is very familiar with our work.
1) Tim Shriver (Eunice Kennedy's son) worked in our Program for a year and is
very supportive. He is an in-law of Andrew Cuomo, Secretary of HUD.
m) Donna Shalala - She is very familiar with and supportive of our work.
n) Janet Reno - She is very familiar with and supportive of our work. I served
on a Juvenile Justice Commission with her about 20 years ago.
o) Governor James Hunt, North Carolina - He was the Chair of the National
Board of Professional Teaching Standards and the Commission on Teaching
in America's Future, on which I served. He is familiar with the fact that some
of the most successful schools in North Carolina are using our model and has
long been supportive of our work.
JPC:kb-s
20'd
1 617 749 5638
NANCY HOIT
JAN-20-2000 13:56
JAN-20-00 14:21 FROM: Great City Schools
ID:202 393 2427
PAGE
1/14
COUNCIL OF THE GREAT CITY SCHOOLS
Council of the
Great City Schools
Fax
Anchorage
Atlanta
Baltimore
Birmingham
Boston
Broward County
Buffalo
Date: 1/20/00
Charlotte-Mecklenberg
Chicago
Clark County
Cleveland
Columbus
To:
Dallas
Dayton
Denver
Name:
Bethany Little
Des Moines
Detroit
El Paso
Organization:
White Home
Fort Worth
Fresno
Houston
Fax: (202) 456-5581
Indianapolis
7028
Long Beach
Los Angeles
Louisville
Memphis
From:
Miami-Dade County
Milwaukee
Minneapolis
Name:
Nashville
Shriley Latherca
New Orleans
New York
Newark
Norfolk
Oakland
Comments:
Oklahoma City
Omaha
Orange County
Philadelphia
Pittsburgh
PlEase Call Dace ben receive This
Portland
Providence
Richmond
Rochester
regrest.
Sacramento
Salt Lake City
San Antonio
San Diego
San Francisco
Seattle
Pages:
30
(including this one)
St. Louis
St. Paul
Toledo
Council of the Great City Schools
Tucson
1301 Pennsvlvania Avenue. N.W.
Suire 702
Washington. D.C.
20004
Tulsa
Washington, D.C.
(202) 393-2427
(202) 393-2400 (fax) http://www.cgcs.org
with only 36 percent of the reaching force, the study notes.
"More than ever today, we need Americans to step up to the challenge of teaching all of our
children," says Council Executive Director Michael Casserly, "Helping our children learn in the
inner cities can present immeasurable rewards and satisfaction."
(more)
# # #
JAN-20-00 14:21 FROM Great City Schools
ID:202 393 2427
PAGE
Th Counts an the Great Otty
Schools is the organization in the
of the luarvely representing the
needs of in ban public schools.
Composed p 56 lange city school
districts its missioners to promote the
nause 0 urban sonco Stand 30 advocate
usnang 44 suppings Apprectitut JOI
Hon, research, and media relations
Their ganiz fion The organization also provides a
enehyork for school sharing districts sharing
common problems to exchange infor-
mation, and to collectively address
news hallenges as they emerge in
to deliver the the best
public-putreach efforts ts order best possible
education for the nation's youth.
The Council of the Great City
3
&
Colleges of Education is an
association of urban higher
education institution one dedicated
to developing and maintaining B
system of of mutually beneficial
support for schools colleges and
departments of et education, urban
school systems nd other in interested
organizations to improve teaching and
learning in urean settings Currently
67 Great City Colleges of Education
belong to the association.
11100 EACHER
aborative was
ave quality,
the
insitivity
nation entworkforce.
Recrutting New Teachers, Inc.
non organization
founded esteem for the
states profession, expand the pool
remaind land improve
the nation recruitment,
develop alrand diversity
policie and practices RNTs programs
and conducting
and awareness
to to rai esteem for che teaching
protel protession offering counsel and
info information prospective teachers;
Conve aing national confer conferences ences
OCHEINS on teac bed recruitment,
developm and undersiversity, providing
technical assistance states and
school districts conduct conducting research
on various vahoulameds of teacher recruit- uit-
ment and Date development; publishing
guide she monegrashs and reports; and
ser serving asian it information clearing-
house pouse or 00 accuitment and
development issues
THE URBAN TEACHER COLLABORATIVE
RECRUITING NEW TEACHERS BOARD OF DIRECTORS
Recruiting New Teachers, Inc. (RNT)
Louis Harris, Interim Chairman
Jacqueline Jordan Irvine
David Haselkorn, President
Public Opinion Analyst
Candler Professor of Urban Education,
Emory University
Council of the Great City Schools (CGCS)
J. Richard Munro, Vice Chairman
Michael Casserly, Executive Director
Former Chairman and CEO,
Edward James Olmos
Time Warner, Inc.
Olmos Productions, Actor
Council of the Great City Colleges of Education
(CGOCE)
A. Richard Belding, Treasurer
Richard S. Pechter
Philip Rusche, Chair
Head of School, Green Fields Country
Director, Donaldson,
Day School
Lufkin & Jenrette, Inc.
WRITERS
Elizabeth F. Fideler, Executive Vice President, RNT
Anthony J. Alvarado
Phylicia Rashad
Elizabeth D. Foster, Policy and Research Associate, RNT
Chanceller of Instruction,
Actor
JAN-20-00 14:24 FROM:Great City Schools
Shirley Schwartz, Director of Special Projects, CGCS
San Diego City Schools
David Rockefeller, Jr.
GRAPHIC DESIGNER
Martin A. Berkowitz
Chairman, Rockefeller & Company, Inc.
Tami Amoroso, Amoroso Design
Senior Vice President, Prudential
John H. Wherry
Insurance Company of America
President/Founder, Parent Institute
Linda Darling-Hammond
William Woodside
ACKNOWLEDGMENTS
Ducommun Professor of Teaching and
Chairman, Sky Chefs, Inc.
Teacher Education, Stanford University
Special thanks go to the human resource directors and
John Esty, Jr.
deans who took the time to complete surveys and respond
Past President, National Association of
to follow-up questions, and to contributing RNT and CGCS
staff members. The Urban Teacher Collaborative also
Independent Schools
acknowledges the Carnegie Corporation of New York and
the Ford Foundation for their support.
ID:202 393 2427
PAGE
3/14
4
The Urban Teacher Challenge
The Urban Teacher Challenge
5
INTRODUCTION
Although teacher shortages affect schools and districts across the country to varying
The surveys returned by the districts and colleges of education updated information
degrees, urban districts are facing unique challenges, owing to rapidly growing
originally reported in The Urban Teacher Challenge in 1996. That report, which
student enrollments, accelerating rates of teacher retirement, class size reduction
provided a snapshot of teacher demand and preparation in Great City School
initiatives, and demanding working conditions. Urban schools nationwide educate
districts and Great City Colleges of Education, asserted, "Without improved teacher
between 40% and 50% of the students who are not proficient in English, about 50% of
recruitment and development practices, this nation will fail to build the qualified,
minority students, and 40% of the country's low-income students. Schools in urban
diverse, and culturally sensitive teacher workforce that today's and tomorrow's
areas also contend with the lowest levels of student achievement, the highest dropout
classrooms demand." This is still true almost four years later. Not only must large
rates, and a disproportionate percentage of students with special needs.: Urban
urban districts find and hire some 700,000 new teachers in the coming decade, they
schools are also more likely to fill vacancies with teachers who have less-than-full
must also ensure that each new recruit is well qualified.
credentials and require additional on-the-job training." These realities further
Teacher quality is emerging as one of the foremost concerns of school and
exacerbate teacher turnover in our urban schools.
university educators, parents, professional organizations, foundations, state
To get a picture of teacher supply and preparation challenges in the nation's largest
education officials, business leaders, and legislators across the country. According
JAN-20-00 14:25 FROM:Great City Schools
urban centers, the three partner organizations of the Urban Teacher Collaborative-
to RNTs 1998 national poll, The Essential Profession, roughly nine out of ten
Recruiting New Teachers, Inc. (RNT), the Council of the Great City Schools (CGCS),
Americans believe that the best way to raise student achievement is to provide a
and the Council of the Great City Colleges of Education (CGCCE)-conducted
qualified teacher for every classroom. In fact, the public believes that improving the
surveys of the Great City Schools and Colleges of Education in 1998-99. The Great
quality of teachers is the most important issue facing public schools today, next to
City Schools serve 6.5 million students, of whom 40% are African-American, 30% are
school safety.
Hispanic, 21% are white, 6.4% are Asian/Pacific Islander, and .6% are Alaskan/Native
The 1998-99 surveys were designed to determine whether and in what ways large
American. Just over 60% of students (60.5%) in the Great City Schools are eligible for
urban districts and colleges of education are addressing teacher recruitment and
free/reduced price lunch, 21% are English language learners, and 11.4% are students
development challenges. RNT and the CGCS mailed surveys to all the human
with individualized education programs.³
resource administrators in member Great City School districts. Of the (then)
Great City School districts supplied information about their immediate and anticipat-
54 Great City School districts, 40 (74%) responded to the survey. At the same time,
ed demand for teachers, recruitment strategies, and efforts to encourage diversity in
surveys were also sent to the deans of the Great City Colleges of Education. Of
the teacher workforce. Great City Colleges of Education provided information about
the (then) 54 Great City Colleges of Education, 45 responded to the survey, for an
their teacher preparation programs, subject areas of greatest interest to students,
83% response rate. Telephone calls were made to boost the return rate for both
ID:202 393 2427
supports available to teacher preparation students, programs for nontraditional
surveys and to clarify responses. This Urban Teacher Challenge report contains
prospective teachers, and incentives and accommodations to attract applicants for
the latest findings.
high-need teaching areas.
1 Lippman, L., Burns, S., and McArthur, E. (1996). Urban Schools: The Challenge of Location and
Poverty Washington, DC: U.S. Department of Education, National Center for Education Statistics.
PAGE
National Commission on Teaching and America's Future. (1997). Doing What Matters Most: Investing in
Quality Teaching. New York, NY: National Commission on Teaching and America's Future.
Council of the Great City Schools, 1999.
4/14
6
The Urban Teacher Challenge
The Urban Teacher Challenge
7
GREAT CITY SCHOOL DISTRICT SURVEY RESULTS
At the elementary level, special educators are in immediate
demand in 97.5% of responding districts. Bilingual educators
The district survey focused on demand for teachers, recruitment
are also in immediate demand (67.5%), as are English as a
strategies, and targeted recruitment pools. Please note that for
Second Language (ESL) teachers (60%). These are also the
certain questions, respondents could check off any combination
subject areas in which anticipated demand is greatest. Fewer
of answers; therefore, percentages may add up to more than 100.
than half of the districts (42.5%) reported an immediate demand
for reading teachers.
Demand for Teachers
The survey asked districts to respond to questions about immedi-
Demand for Middle School Teachers
ate and anticipated demand for teachers-the latter defined as
demand expected over the next five years-in specific teaching
No Demand
Immediate Demand
Anticipated Demand
areas and grade levels. [See table specifying district-by-district
100
demand in Appendix 1.) Fewer than half (45%) of responding
97.5
JAN-20-00 FROM:Great City Schools
districts have an immediate demand for early childhood teachers,
80
825
BC
but nearly two-thirds (62.5%) anticipate demand in that area over
60
65
67.5
65
the next five years. Slightly more than half of the districts (52.5%)
57.5
50
have an immediate demand for elementary teachers and slightly
40
57.5
more (55%) anticipate demand. In addition, just over eighty
50
20
percent (82.5%) reported an immediate demand for male teachers
114
96
...
at the elementary level.
0
Special
Mathematics
Science
ESL
Bilingual
Education
* Multiple responses allowed
Demand for K-6 Teachers
Districts described a similar demand for special education
No Demand
Immediate Demand
Anticipated Demand
teachers at the middle school level-97.5% immediate demand
and 65% anticipated demand. In addition, 82.5% of responding
ID:202 393 2427
100
districts have an immediate demand for middle school
97.5
80
mathematics teachers and 67.5% have an anticipated demand.
Middle school science teachers are also needed: 80% of
60
65
67.5
60
625
responding districts indicated an immediate demand, 65% an
415
525
55
40
45
anticipated demand. More than half (57.5%) of Great City
40
425
35
middle schools need both ESL and bilingual teachers.
20
71
25
PAGE
0
Special
Bilingual
ESL
Elementary
Early Childhood
Reading
Education
Education
* Multiple responses allowed
5/14
8
The Urban Teacher Challenge
The Urban Teacher Challenge
9
Demand for High School Teachers
Teacher Demand Aggregated Across Grade Levels
No Demand
Immediate Demand
Anticipated Demand
Immediate Demand
100
100
975
95
95
975
97.5
95
80
80
55
G7.5
65
67.5
60
60
725
67.5
67.5
57.5
57.5
50
40
47.5
40
37.5
20
20
95
NO
75
0
0
Science
Mathematics
Special
Educational
ESL
Bilingual
Science
Special
Mathematics
Bilingual
ESL
Educational
Education
Technology
Education
Technology
Multiple responses allowed
Multiple responses allowed
JAN-20-00 City Schools
Shortages in specific subject areas at the high school level in
Demand for Teachers of Color
Great City School districts are equally pressing. Ninety-seven
Nearly three-quarters of responding Great City School districts
percent of responding districts reported an immediate demand
indicated that they have an immediate need for teachers of color
and 65% an anticipated demand for high school science teachers.
(72.5%), and 55% of responding districts anticipate demand for
Ninety-five percent (95%) of responding districts cited an
teachers of color. In fact, just two districts (Birmingham, with 64%
immediate demand for both mathematics and special education
teachers of color, and New Orleans, with 78%) noted they have
teachers at the high school level, 67.5% described an immediate
no demand at all for teachers of color. In addition, 70% of districts
demand for educational technology specialists, and 57.5% of
responded that they have special recruitment efforts under way
responding districts noted an immediate demand for both ESL
to attract prospective minority teachers, and 95% of responding
and bilingual teachers. Only 15% indicated an immediate demand
districts currently recruit at historically black and/or Hispanic
for high school social studies/history teachers.
colleges or universities.
When the data about teacher demand are aggregated across
grade levels, special education and science prove to be the fields
ID:202 393 2427
District Recruitment and Retention Strategies
in which teachers are in the most demand (97.5% of responding
districts note immediate demand for both), followed closely
The survey asked districts whether targeted recruitment efforts
by 95% of responding districts with an immediate demand for
are under way, and, if SO, what specific teacher recruitment
mathematics teachers. In addition, 72.5% of respondents reported
strategies and procedures are employed. [See table of district-by-
an immediate demand for bilingual teachers, while 67.5% cited
district recruitment strategies in Appendix 2] Great City School
an immediate demand for both ESL and educational technology
districts are using a full range of recruitment strategies to attract
teachers.
teachers to their schools. Some common strategies are: offering
alternative certification routes (65%), sponsoring job fairs (65%),
PAGE
and offering on-the-spot contracts (62.5%). Many districts also
6/14
10
The Urban Teacher Challenge
The Urban Teacher Challenge
employ technology in their efforts to recruit teachers to their
Developing Pathways into Teaching
districts. For example, 37.5% of the districts participate in online
An increasing number of districts are trying to address teacher
counseling and/or job-finding services for teacher candidates in
shortages by "expanding the pipeline," i.e., offering nontraditional
which districts can post job openings, requirements, and contact
routes into the profession to individuals from diverse backgrounds and
information, and encourage candidates to post résumés. Twenty-
fields. The survey asked districts whether and how they encourage
five percent of responding districts offer monetary bonuses for
individuals interested in teaching to enter the profession through
talented and/or high-need subject area candidates, while 17.5%
alternative means. Responses were as follows:
offer to waive certain job/licensure requirements and 15% offer
Almost a third (32.5%) of responding districts have an immediate
school placement guarantees. In addition, 85% of responding dis-
demand for paraeducators/teacher aides who are pursuing
tricts provide guidance and information about teacher
teaching careers and 42.5% anticipate demand in the near future.
credentialing.
Somewhat less than half of responding districts (42.5%) have
Districts are also beginning to use incentives to retain and
special recruitment efforts under way and 25% have special
develop teachers. Most importantly, more than two-thirds (67.5%)
incentives or support for this group.
offer induction/support programs for beginning teachers.
Over eighty percent (82.5%) of responding districts allow a
JAN-20-00 City Schools
Twenty-five percent of responding districts offer tuition assis-
noncredentialed teacher to teach. For example, 60% of responding
tance for graduate course work. Nearly the same percentage
districts allow individuals to teach under an emergency permit,5 and
(22.5%) offer incentives for National Board certification, and 7.5%
the same percentage allow long-term substitutes to teach. Slightly
offer bonuses for high student achievement.
over a third of responding Great City School districts (35%) have
internship programs or permits in place, while 37.5% of districts
offer certification waivers.' Fewer than one in five districts (17.5%)
District Recruitment and Retention Strategies
employ teachers via special programs (such as Teach for America).
0
20
40
60
80
100
More than three-quarters (77.5%) of responding districts noted that
they work in collaboration with a college or university to offer
Recruit at historically
95
programs for nontraditional teacher candidates to meet state
black/Hispenic colleges
licensure requirements; 27.5% collaborate with the local teachers'
Provide guidence/information on
85
union toward this end.
teacher credentialing
Substitute teachers are also in demand. Nearly threequarters
Offer induction/support programs
G7.5
(72.5%) of responding districts have an immediate demand and 50%
an anticipated demand. In addition, 47.5% have special recruitment
ID:202 393 2427
Offer alternative certification routes
65
efforts under way and 27.5% offer special incentives or support for
substitutes. In 60% of responding districts, a bachelor's degree is
Sponsor job fairs
65
the minimum requirement for substitutes, and 47.5% require a
Dffer on the spot contracts
substitute permit or license. Several districts also require
62.5
substitutes to complete specified course work or semester hours,
Participate in online job-finding services
37.5
the number of which varies according to the district
Multiple responses allowed
Of the 24 responding districts that listed emergency permits as an option, more than half specified
PAGE
'For more information about urban teacher induction programs and practices, see Fideler, E. and
the duration of a permit as one year.
Haselkorn, D. (1999). Learning the Ropes: Urban Teacher Induction Programs and Practices in the
& Of 15 responding districts that allow certification waivers, six specified the duration of a waiver as
United States. Belmont, MA: Recruiting New Teachers, Inc.
one year, five specified other amounts of time, and four did not specify duration.
12
The Urban Teacher Challenge
The Urban Teacher Challenge
13
GREAT CITY COLLEGE OF EDUCATION SURVEY RESULTS
Scheduling Options: All Course Requirements
Immediate Demand
More than threequarters of the colleges and universities that
responded are public institutions (35 of the 45 respondents) and
100
four are historically black colleges or universities. Most offer a
80
master's degree in education (82.2%) and a bachelor's degree in
60
education (75.6%). Two-thirds of responding institutions noted
51.1
that their postbaccalaureate programs are limited to
40
37.B
licensure/certification only. Typically, responding institutions
20
22.2
20
8.9
4A
offer elementary education programs at the graduate level
D
Part-time
(77.8%), and 62.2% do so at the undergraduate level. Eighty-seven
Evening
Off-campus
Summer
Weekends
Telecomm.
percent (86.7%) offer teacher preparation programs in
Multiple responses allowed
special education at the graduate level, but only 51.1% offer it at
the undergraduate level. English as a Second Language is a
more prevalent option at the graduate level (53.3%) than at the
Many programs offer incentives to attract candidates to specific
undergraduate level (28.9%).
high-need teaching areas: targeted career counseling (64.4%);
JAN-20-00 FROM:Great City Schools
preparation, support, and academic assistance for state and
Attracting a Broader Pool of Students
national licensure exams (55.6%); and special financial aid pro-
grams (46.7%). Twenty-seven percent of responding Great City
A fair number of colleges offer programs specifically for working
Colleges of Education (26.7%) offer credit for work or life experi-
adults seeking to become classroom teachers. Slightly less than
ence in lieu of selected course work. Eighty-four percent (84.4%)
half (46.7%) offer alternative licensure programs, while a smaller
of responding institutions have special placement programs or
number (28.9%) offer apprenticeship/internship programs.
other incentives to interest graduates in urban teaching positions.
About the same percentage (24.4%) sponsor paraeducator-to-
In fact, nearly three-fourths (73.3%) of Council members place
teacher programs.
specific curricular emphasis on teaching in urban schools. Only
In recognition of the many "out of class" demands that students
15.6% of respondents said they offer no incentives to attract can-
entering teacher preparation programs now have, many schools,
didates to high-need teaching areas.
colleges, and departments of education offer flexible course
scheduling. The survey asked respondents what percentage of
teacher preparation program requirements can be completed
Incentives Offered to Attract Candidates to High-Need Teaching Areas
ID:202 393 2427
via part-time, evening, weekend, summer, off-campus, and/or
Immediate Demand
telecommunications classes. A slight majority (51.1%) of respon-
100
dents indicated that "all course requirements" were offered part-
time, while a lesser number allow all course work (with the
80
exception of student teaching) to be completed in the evening
60
64.4
(37.8%), at off-campus locations (22.2%), and during the summer
55.6
40
46.7
(20.0%). Very few offer all course requirements on the weekends
or via telecommunications."
20
267
0
PAGE
Career Counseling
Preparation (etc.)
Special Financial Aid
Credit for
for Licensure Exams
Programs
Life Experience
Some programs offer options for students with special needs that are not available to the student
Multiple responses allowed.
body as a whole
8/14
14
The Urban Teacher Challenge
The Urban Teacher Challenge
15
Recruiting Minority Students
SUMMARY OF KEY FINDINGS
The survey asked the Great City Colleges whether and how they
recruit minority students into teacher preparation programs.
Results from the 1998-99 Urban Teacher Challenge surveys pro-
Eighty-seven percent (86.7%) of respondents indicated that they
vide a snapshot of teacher demand and supply in the
actively recruit ethnic and racial minorities, and 55.6% also offer
responding Great City School districts and Great City Colleges
special support services or incentives for prospective minority
of Education. While the data represent only a microcosm of
teachers. In addition, a full 80% seek out students from
teacher demand across the country, these findings provide
bilingual/bicultural backgrounds, and 42.2% offer special services
or incentives for these students.
a close look at the pressing recruitment challenges facing
America's largest urban schools.
Subject Areas of Greatest Interest to Students
The Great City School districts have a striking need for
Certain teacher preparation subject areas attract more students
teachers-almost 100% of districts expressed an immediate
than others. Interest is strongest in elementary education/multi-
demand for teachers in certain subject fields. Specifically, 97.5%
subject (86.7%), social studies/history (68.9%), early childhood
of responding Great City Schools indicated an immediate
(62.2%), and special education (62.2%). Meanwhile, more than half
demand for special educators and for science teachers, and 95%
of responding colleges selected the category "low interest" for
JAN-20-00 14:27 City Schools
mathematics (55.6%) and foreign languages (53.3%), and 44.4%
indicated immediate demand for mathematics teachers. These
selected "low interest" for science programs.
are the same fields that were in high demand in 1996, when the
first Urban Teacher Challenge report was published. Bilingual
teachers, ESL teachers, and educational technology specialists
are also in immediate demand, while just half of the responding
districts have an immediate need for elementary teachers. In
Teacher Preparation Subject Areas of Greatest Interest 10 Students
general, districts anticipate shortages to continue during the next
Immediate Demand
five years.
100
Districts address current shortages through a variety of means.
80
86.7
Most are employing a range of recruitment strategies, including
68.9
alternative licensure routes, job fairs, on-the-spot contracts,
60
622
022
online job-finding services, and monetary incentives. Eighty-
40
three percent (82.5%) of responding districts allow a noncreden-
20
ID:202 393 2427
tialed teacher to teach. Sixty percent of responding districts allow
0
Elementary Education/
Social Studies/
Early
Special
individuals to teach under emergency permits, 60% use long-term
Multi-subject
History
Childhood
Education
substitutes, 37.5% hire teachers with certification waivers, and
. Multiple responses allowed.
35% of districts recognize internship programs or permits. The
demand for substitute teachers is acute.
Great City School districts are also quite aggressive in trying to
boost teacher retention rates; more than two-thirds (67.5%) offer
induction/support programs.
PAGE
9/14
16
The Urban Teacher Challenge
The Urban Teacher Challenge
17
Nearly three-quarters of Great City School districts have an
CONCLUSIONS
immediate need for teachers of color and over half anticipate
demand over the next five years. In responding Great City School
In sum, there is no doubt that the nation's Great City School districts are experienc-
districts, minority individuals represent 36% of teachers, whereas
ing real teacher shortages in specific subject fields, across grade levels, and in the
students of color comprise 69% of enrollment. Special recruit-
ranks of minority teachers. Shortages are most severe in special education, science,
ment efforts are under way to attract prospective minority teach-
and mathematics. Given the data on immediate and anticipated demand, Great City
ers in 70% of the districts. A vast majority (95%) of responding dis-
School districts are unlikely to see an end to teacher shortages any time soon.
tricts in 1998-99 indicated that they recruit at historically black
Districts are employing a variety of strategies, including a host of new incentives, to
and/or Hispanic colleges or universities.
attract teacher candidates, particularly from groups underrepresented in the
On the supply side, nearly three-quarters of responding Great
profession. At the same time, however, the percentage of districts using long-term
City Colleges of Education emphasize teaching in urban
substitutes as well as teachers on certification waivers has also risen dramatically,
schools as part of the curriculum, and 84% offer special place-
because even with more aggressive recruitment measures in place, districts have
ment programs or other incentives to interest graduates in urban
had to adopt emergency measures in order to staff their classrooms.
teaching positions. The subject areas of greatest interest to
JAN-20-00 14:27 FROM:Great City Schools
One positive development that has emerged is the growing percentage of Great City
teacher education students are elementary education and social
School districts that have introduced induction programs to support, assist, and
studies/history. Early childhood and special education attract
retain new teachers (67.5% currently, an increase since the 1995-96 Urban Teacher
students at 62.2% of Great City Colleges of Education; interest is
Challenge survey). Evidently, districts recognize that one way to reduce the teacher
far weaker for mathematics, foreign languages, and science
shortage is to take steps to reduce the number of teachers vacating classrooms in
education. Responding institutions offer more education
the first place.
programs at the graduate level than at the undergraduate level
Thirty responding colleges and universities (66.7%) noted that
Great City Colleges of Education also are expanding efforts to address the urban
their postbaccalaureate offerings are limited to licensure/
teacher shortage. Nearly threequarters emphasize urban teaching within the
certification only. Almost half (46.7%) of responding Great City
curriculum. Even more have special placement programs or other incentives to
Colleges of Education offer alternative licensure programs and
interest graduates in urban teaching positions. Eighty-seven percent actively recruit
28.9% sponsor apprenticeship/internship programs; 24.4% of
ethnic and racial minorities and a comparable number seek out students from
responding colleges offer paraeducator-to-teacher programs.
bilingual/bicultural backgrounds. Colleges continue to offer alternative teacher
licensure programs, flexible scheduling options, plus financial aid and other kinds of
Flexible scheduling options are available to accommodate the
support and assistance to attract career changers and other nontraditional students
personal and professional needs of teacher education students
as well as candidates for high-need teaching areas.
393 2427
in just over half of the responding institutions. Colleges and
universities also offer incentives to attract candidates to high-
Nevertheless, at the same time, teacher education students are still flocking to
need teaching areas: more than half offer targeted career
oversubscribed programs, making it anyone's guess where well-prepared teachers
counseling and preparation, and support and academic assistance
for all the high-demand areas will be found.
for state and national licensure exams. Almost half (46.7%) offer
special financial aid programs.
PAGE 10/14
18
The Urban Teacher Challenge
The Urban Teacher Challenge
19
APPENDIX 1: TEACHERS IN IMMEDIATE DEMAND (BY DISTRICT)
E = Immediate demand at the elementary (K-6) level
M = Immediate demand at the middle school level
H= Immediate demand at the high school level
X= Immediate demand, grade level not specified in question
District
Special Education
Mathematics
Science
English as a
Second Language
Bilingual
Elementary
Education
Early Childhood
Education
Teachers of Color
Substitute
Teachers
District
Special Education
Mathematics
Science
English as a
Second Language
Bilingual
Elementary
Education
Early Childhood
Education
Teachers of Color
Substitute
Teachers
Atlanta
E,M,H
E,M,H
E,M,H
E,M,H
E,M,H
X
X
X
Nashville
E,M,H
M,H
E,M,H
E,M,H
E,M,H
X
X
X
X
Baltimore
EMB
MH
MH
E
X
X
New Orleens
EMH
MH
EMH
E,M,H
E.M.H
X
X
Birmingham
E,M,H
M.H
M,H
X
New York City
E,M,H
M,H
M,H
E,M,H
E,M,H
X
X
X
X
JAN-20-00 14:28 FROM:Great City Schools
Broward County
Newark
E,M,H
H
H
EMH
E.M.H
X
X
X
(Fort Lauderdale)
E,M,H
MH
MH
E
X
X
X
Oakland
E,M,H
E,M,H
E,M,H
E,M,H
E,M,H
X
X
X
Charlotte
E,M,H
M.H
M,H
M,H
M,H
X
X
X
X
Omaha
EMH
MH
MH
EMH
X
X
X
Chicago
EMH
H
H
EM
EM
X
X
X
X
Philadelphia
E,M,H
E,M,H
E,M,H
E,M,H
X
X
X
X
X
Cleveland
E,M,H
M,H
M,H
E,M,H
X
X
X
X
Pittsburgh
EMH
H
EMH
X
X
Columbus
E,M,H
M,H
M.H
EMH
EMH
X
X
Portland
E,M,H
H
H
E,M,H
E,M,R
X
X
Denver
X
X
Richmond
EMH
M,H
MH
X
X
x
X
Des Moines
E,M,H
M.H
MH
EMH
EMH
X
Rochester
E,M,H
M,H
M,H
E,M,H
E,M,H
X
Detroit
E,M,H
M,H
M,H
EMH
X
X
X
Secramento
EMH
MH
MH
E
X
Fort Worth
E,M,H
M,H
MH
EM
E
X
X
Saint Paul
E,M,H
MH
M,H
E,M,H
E,M,H
X
X
X
Fresno
E,M,H
M,H
M,H
E,M,H
E,M,H
X
Salt Lake City
EMH
M.H
H
EMH
X
X
Houston
EMH
M.H
MH
E
X
X
San Antonio
E,M
M,H
M.H
H
E
X
X
393 2427
Indianapolis
E,M,H
M,H
M,H
E,M,H
X
X
San Diego
EMH
H
H
E
X
Jefferson County
(Louisville)
EMH
M.H
MH
X
X
San Frencisco
E,M,H
M,H
M,H
E,M,H
E
X
X
X
Los Angeles
E,M,H
EMH
E,M,H
E,M,H
E,M,H
X
X
X
X
Toledo
E,M,H
H
MH
X
X
Memphis
EMH
MH
MH
EMH
EMH
X
X
X
X
Tucson
E,M,H
M,H
H
H
E,M,H
X
X
Miami-Dade
E,M,H
M.H
M.H
E,M,H
X
X
Milwaukee
E,M,H
M,H
MH
M,H
X
X
X
Minneapolis
E,M,H
EMH
E,M,H
E,M,H
11/14 PAGE
20
The Urban Teacher Challenge
The Urban Teacher Challenge
21
APPENDIX 2: RECRUITMENT STRATEGIES (BY DISTRICT)
Strategy
Special recruitment efforts at
colleges and universities
Recruit at historically
black/Hispanic colleges
International recruitment efforts
Incentives (e.g., housing assis-
tance, relocation benefits, etc.)
Waive certain job/licensure
requirements
School placement guarantees
Offer on-the-spot contracts
Offer induction/support
programs
Offer alternative
certification routes
Offer monetary bonus for
talented/high-need subject area
candidates
Offer bonus for high student
achievement
Offer loan forgiveness program
Tuition assistance for
graduate course work
Incentives for NBPTS
certification
City or county residency
requirement
Provide guidance and informa-
tion about teacher credentialing
Sponsor job fairs to attract new
teachers to school district
Provide teacher employment
information via telephone
Participate in online
counseling and/or job-finding
hotline
services or Web site
District
Atlanta
X
X
X
X
X
X
X
X
JAN-20-00 14:28 FROM FROM:Great City Schools
Baltimore
X
X
X
X
X
X
-
X
X
X
X
X
Birmingham
X
X
X
X
X
X
X
Broward County
(Pt. Lauderdate)
X
X
X
X
-
X
X
X
X
X
Charlotte
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Chicago
X
X
X
X
X
X
X
X
X
X
X
Cleveland
X
X
X
Columbus
X
X
X
X
X
X
Denver
X
X
X
X
X
X
X
X
X
X
X
Des Moines
X
X
X
X
X
X
Detroit
X
X
X
Fort Worth
X
X
X
X
X
X
X
X
X
X
X
X
Fresno
X
X
X
X
X
X
X
X
X
X
ID:202 ID 202 393 2427
Houston
X
X
X
X
X
X
X
X
X
X
X
X
Indianapolis
X
X
X
X
X
X
X
X
Jefferson County
(Louisville)
X
X
X
X
X
X
X
Los Angeles
X
X
X
X
X
X
X
X
X
X
X
X
X
Memphis
X
X
X
X
X
Miami-Dade
X
X
X
X
X
X
X
PAGE
Milwaukee
X
X
X
X
X
X
X
X
Minneapolis
X
X
X
X
X
X
X
X
X
12/14
22
The Urban Teacher Challenge
The Urban Teacher Challenge
23
APPENDIX 2: RECRUITMENT STRATEGIES (BY DISTRICT)
continued
Strategy
Special recruitment efforts at
colleges and universities
Recruit at historically
black/Hispanic colleges
International recruitment efforts
Incentives (e.g., housing assis-
tance, relocation benefits, etc.)
Waive certain job/licensure
requirements
School placement guarantees
Offer on-the-spot contracts
Offer induction/support
programs
Offer alternative
certification routes
Offer monetary bonus for
talented/high-need subject area
candidates
Offer bonus for high student
achievement
Offer loan forgiveness program
Tuition assistance for
graduate course work
Incentives for NBPTS
certification
City or county residency
requirement
Provide guidance and informa-
tion about teacher credentialing
Sponsor job fairs to attract new
teachers to school district
Provide teacher employment
information via telephone
Participate in online
counseling and/or job-finding
hotline
- Wab nith
District
Nashville
X
X
X
X
X
JAN-20-00 14:29 FROM FROM:Great City Schools
New Orleans
X
X
X
X
X
X
X
X
X
New York City
X
X
X
X
X
X
X
X
X
X
X
X
Newark
X
X
X
X
X
Oakland
X
X
X
X
X
X
X
X
X
Omaha
X
X
X
X
X
X
X
X
Philadelphia
X
X
X
X
X
X
X
X
X
X
Pittsburgh
X
X
X
Portland
X
X
X
X
X
Richmond
X
X
X
X
X
X
X
Rochester
X
X
X
X
X
X
X
X
Sacramento
X
X
X
X
X
X
X
X
X
X
X
Saint Paul
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Salt Lake City
X
X
X
X
ID:202 393 2427
San Antonio
X
X
X
X
X
X
X
X
X
San Diego
X
X
X
X
X
X
X
X
X
San Francisco
X
X
X
X
X
X
X
X
X
Toledo
X
X
X
X
X
X
X
X
Tucson
X
X
X
PAGE 13/14
24
The Urban Teacher Challenge
The Urban Teacher Challenge
25
APPENDIX 3: FACTS ABOUT THE GREAT CITY
RESPONDING GREAT CITY SCHOOL DISTRICTS
SCHOOL DISTRICTS AND COLLEGES OF EDUCATION
AND COLLEGES OF EDUCATION
Responding Great City Colleges of Education provided demographic information about
their teacher education students, and responding Great City School districts provided
Responding Great City School Districts:
demographic information about their students and teachers. (Note: The figures below
are estimates.)
Atlanta, Baltimore, Birmingham, Broward County Charlotte Maddenburg
Chicago, Cleveland, Cplumbus, Denver, Des Moines, Detroit Fort Worth
Responding Great City School Districts
Freeno, Houston, Indianapolis, Jefferson County, Los Angeles Memphis
The total number of students in 39 responding districts was 5,505,484, with individual
Metropolitan Nashville, Miami Dade, Milwaukee, Minneapolls, New Orleans,
district enrollments ranging from 25,207 in Salt Lake City to 1,100,000 in New York City:
New York City, Newark, Qakland Omaha, Philadelphia, Plusburgh, Portland,
The total number of teachers employed by 39 responding Great City School districts was
Richmond, Rocheated Sacramento City, Saint Paul District 625 Salt Lake City,
325,203, ranging from 1,270 in Salt Lake City to 75,170 in New York City.
San Antonio, San Diege, San Francisco, Toledo Tucson:
Students of color comprise approximately 69% of the enrollments of the 35 districts that
provided this information. Minority individuals represented 36% of teachers in 35
JAN-20-00 14:29 FROM:Great City Schools
responding districts.
Responding Great City Colleges of Education:
The total number of new teachers hired by 39 responding districts for the 1997-98 school
Boston College, Bropklyn College CUNY, California Dominguez Hills,
year was 33,691.
California State-Freeno, California State Hayward California State Ins
Thirty-one districts responded to the question about novice teachers, reporting that
Angeles, California State-Northridge, California State Sacramento, Cleveland
12,788 of new hires for 1997-98 were novices.
State University, DePaul University, Florida International University, Howard
In 29 responding districts, 35% of teachers had 20 or more years of experience.
University, Kean University, Marquette University, Montclair State University,
New York University, Norfolk State University, Old Dominion University,
One-quarter of the teachers in 34 responding districts are male.
Portland State University, Rhode Island College, San Diego State University.
Bilingual teachers comprised 10% of the teaching force in 30 responding districts.
San Francisco State University, Temple University, Tennessee State
Twenty-eight districts provided information about late hires, reporting a mean of
University, Towson University, University of Colorado at Denver, University of
approximately 19%, and a range from 55% in Fort Lauderdale to only 2% in Birmingham.
Dayton, University of Houston-Central, University of Louisville, University of
Responding Great City Colleges of Education
Maryland-College Park, University of Miami, University of Minnesota,
University of Missouri St. Louis, University of Nebraska at Omaha, University
The total number of teacher education students attending 45 responding colleges and
of North Texas, University of Oklahoma, University of Pittsburgh, University
ID:202 393 2427
universities was approximately 71,280.
of Rhode Island, University of Rochester, University of Toledo, University of
Half of the students in 40 responding education programs are over the age of 25.
Washington, Vanderbilt University, Virginia Commonwealth University,
Students of color represented approximately 25% of the student bodies of 44 responding
Wayne State University, Wright State University.
programs.
Bilingual students comprised 15% of enrollees at 33 responding colleges and universities.
Approximately 71% of the education students were female (43 colleges and universities
responding).
PAGE
14/14
26
The Urban Teacher Challenge
The Urban Teacher Challenge
27
04/15/99
13:13
0
001
STATE STATES
FAX
SENATE :
0000000
U.S. SENATOR PATTY MURRAY
To:
John Achnun
456-7028
DATE:
4/15/99
FROM:
STAR findings
PAGES SENT (INCLUDING COVER SHEET): 4
PLEASE CONTACT OUR OFFICE IF YOU ARE MISSING PART OF THIS TRANSMISSION.
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FILE. No. 699 04/12 '99 15:25 ID:NEA GOV. RELATIONS
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PAGE 2
DRAFT
Project STAR
THE TENNESSEE STUDENT/TEACHER ACHIEVEMENT RATIO STUDY
Background & 1999 Update
WHAT IS STAR?:
A large-scale. four-year, longitudinal, experimental study of reduced class size. that is considered "one
of the most important educational investigations ever carried OUL and illustrates the kind and magnitude
of research needed in the field of education to strengthen schools." [Frederick Mosteller, Professor
Emeritus of Mathematical Statistics at Harvard University (Summer/Fall 1995). The Future of
Children: Critical Issues for Children and Youths, 5(2), P. 113-127.1
Sound research which "leaves no doubt that small classes have an advantage over larger classes in
reading and math in the early primary grades." [Finn. J. D.. & Achilles C. M. (1990, Fall). Answers
and questions about class size: ^ statewide experiment. American Educational Research Journal,
27(3), 557-577.1
Robert Slavin, John Hopkins University. un ЛЕКА reactor. praised Project STAR's design and
integrity and called il it "watershed event" in research.
HOW WERE STAR FUNDS OBTAINED AND USED?:
Helen Pate-Bain presented Termessee Legislators with the positive results from her class-size study
that had been conducted within one Metropolitan Davidson County school. Pate-Bain obtained a $1.2
million dollar legislative appropriation to complete STAR. Out of $12 million, $9,679,879 were
used for teacher and teacher aide sularies.
HOW WAS THE STAR STUDY DESIGNED?:
All Tennessee schools were invited to participate.
Each school had to have at least one of each of the three class types: small (13 to 17 students).
regular (22-26 students), and regular with il full-limo teacher aide (22-26 students) for the within
school design.
The study included 79 schools in 42 systems which resulted in over 6,000 students per grade level.
Schools from inner-city, rural. urban, and suburban locations were included in the experiment.
All students and teachers were randomly assigned 111 their class type.
WHAT WERE THE MAIN FINDINGS FROM STAR?:
At each grade level (K-3), and across all school locations, the small classes made the highest scores
on the norm-referenced Stanford Achievement Test (SAT) and the criterion-referenced Basic Skills
First Test (BSF). These results were both statistically and educationally significant.
Scoi
STAR Reading Percentile Ranks,
STAR Math Percentile Ranks,
Kindergarten - Grade 3, 1985-1989
Kindergarten - - Grade 3, 1985-1989
80
70
Small
70
65
60
60
Regular
50
55
Regular/Aide
40
50
K
2nd
3rd
K
1st
2nd
3m
1st
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WHAT WERE OTHER IMPORTANT FINDINGS FROM STAR?
The Greatest Gains on the SAT were maile in Inner-City Small classes.
The Highest Scores on the SAT and BSF were made in Rural Small classes.
The Classes that scored in the top 10% on the SAT Total Reading are identified as follows:
18 of the top 33 classes were small in Kindergarten.
22 of the top 34 classes were small in First Grade,
23 of the top 34 classes were small in Second Grade.
25 of the lop 32 classes were small in Third Grade.
Inner-City (Predominantly Minority) students in small classes always outscored inner-city students
in regular and regular/aide classes. This suggests that small classes are very beneficial to minority
students. Non-Free Lunch Minorities in suburban small classes performed 38 well AS Non-Free
Lunch Whites.
The effective teacher research (Bain. Word. Lintz, 19??) revealed certain teaching practices.
characteristics, and communication skills that when combined with small classes produce more
effective learning:
Creative Writing. Hands on Experiences, Learning Centers, Use of Manipulatives
Good Listener, Immediate Feedback, Monitoring. Preplanned Instruction, Well Organized
Assertive Discipline. High Expectations. Peer Tutoring, Reteaching
Liffective Communication with Parents, Love of Children
Enthusiasm, Flexibility. Patience, Sense of Humor
Ability to establish effective communication with the home.
Ability to involve the family in the education of their children.
Ability to teach parents how to teach their children.
Ability to make home visits.
WHAT POLICY IMPLICATIONS RESUL TED FROM STAR?:
Tennessee's school finance plan, the Basic Education Plan. includes incentives for school systems to
reduce class sizes a 20 or lewer students in the early primary grades (K-3).
Approximately 30 states across the U.S. and several foreign countries have used the STAR findings
to initiate stops toward smaller classes.
WHAT IS THE CURRENT STATUS OF PROJECT STAR? :
The Tennessee Legislature and private foundations have funded HEROS, Inc. to conduct follow-up
studies through the end of the STAR students' high school graduation and beyond. The full-scale study
of the effect of small primary classes (K-3) on long-term social outcomes includes research related to
higher education, juvenile detention and adult prison rates, and welfare and employment security. This
research is still in progress. Preliminary findings show:
HH% small-class, ##% regular-class, & ##% regular/aide-class students completed high school
honors English courses.
##% small-class, #% regular-class. & ##% regular/aide-class students completed a foreign
language course during high school.
##"//n small-class. IHI% regular-class, & ##% regular/aide-class students completed advanced
mathematics course during high school.
IHI was the overall high school Grade Point Average (GPA) for small-class students: the regular-
class students' GPA was ##, and the regular-aide class students had a GPA of ##.
##% small class, ##% regular-class, and #4% regular/aido-class students graduated from high
school.
##% of small-class students received an honors diploma; ## of regular-class students and HH% of
regular/aide-class students also received an honors diploma.
##% of small-class students received a regular/vocational high school diploma: ##% of regular-class
students and #% of regular/aido-class students also received a regular/vocational diploma.
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#H% of small-class students received & special education diploma; ##% of regular-class students and
##% of regular/aidc-class students also received special education diplomas.
#% of small-class students received ШП attendance diploma; ##% of regular-class students and ##%
of regular/aide-class students also received an attendance diploma.
##% of small-cluss students completed either the ACT Assessment or Scholastic Aptitude Test
(SAT) college entrance exams; ##% of regular-class students and ##% of regular/aide-cluss students
also completed either the ACT or SAT.
IF KRUEGER WANTS OTHER ACT/SAT INFO. I'l' CAN GO HERE
HEROS. Inc. announced release of the first public version of the Project STAR small class-size research
database. The database is accessible via the World Wide Web at www.telalink.net/-herüs. This web site also
features up-to-the-minute information on the official Project STAR longitudinal research results.
For more Information on Project STAR, please contact: Jayne Boyd-Zaharias, Director,
Health & Education Research Operative Services (HEROS), Inc.,
PO Box 1271, Lebanon, TN 37088-1271
Phone: (615) 449-7904, FAX: (615) 449-7904, e-mail: [email protected]
Helen Pate-Bain, Chairporson: (334) 640-7012
HEROS, Inc. is a 501 (c) (3) nonprofit organization.
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Draft: Inscutive Summary. 4/2/59
The Effect of Attending . Email Class in the Marly Grades on Collage
Attandance wlans
Alan B. Krusger and Disne M. Whitmore'
Primoston University
Background
Project STAR was an experiment in which 11,500 students and their teachers in
grades k-3 were randomly assigned to a small class (23-17 students), regular-sise
class (22-25 students), or regular-sise class with - teacher aide within 80
Tennessee public schools. The experiment began with kindergarten students in the
1985-86 school year. After feur years, all students were returned to regular-
size classes. Project STAR students who moved along on pace would have graduated
from high school in the Spring of 1998. TO determine the impact of having
actended - smaller class in elementary school OR students' long-term educational
outcomes, Md asked ACT, Ice. and the College Beard/Sducational Testing Service
to link information on high school seniors in the class of 1995 who took the ACT
or BAT exam to records that was provided on the 11,600 acudents from project STAR,
regardless of where the project STAR students resided in 1998. The resulting
database contains information on whether Project STAR students in the class of
1998 wrote either the ACT or SAT exam, their TONE score, and information from the
background questionnaire students fill out when they take the ACT or SAT exam.
This is the first detabase that permits B long-term examination or the behavior
and post-high school aspirations at Project STAR participants. This Executive
Summary describes our initial findings for a sample of more chen 0.000 Project
STAR students who ware high school seniors in 1998.
specific Findings
+ The main results are illustrated in Figure 1. This figure reports the perdent
of students who cook eicher che ACT or the SAT exam by the type of class they
were assigned to attend their initial year in Project STAR. The figure# are
reported for all students combined, for white and black students separately, and
for students who redeived free or reduced-price lunch in at least one year in
grades K-3. For the entire sample, Figure 1 indicates the 43.74 of students who
ware assigned to a small class took either the ACT or SAT axam, whereas 40.00 of
those assigned = . regular-site class took-one of the exams, and 39.98 of those
assigned to a regular-sise class with an aids took one of che exams. The 3.6
percentage point higher cest-taking zate for the students assigned to small
classes relative to chose assigned to regular-size classes was otatistically
significant at the .05 level, that is, this difference is unlikely to have
occurred by chance.
'Alan Krueger is the Bundhais Professor of Boonomico and Public Affairs at
Princeton University and & Research Associate of the National Bureeu of Economic
Research. Diane Whitmore is a graduate student in the Meonomico Department at
princaton University.
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. Figure 1 also indicates that attending a small class was particularly affective
in raising the proportion of block acudents who wrote one of the college entrance
exams. Only 31.78 of black students in regular-size classes wrote the ACT or SAT
exam, whereas 40.2% of black students in small classes wrote the college entrance
exam. To gain some perspective - the magnitude of this effect, note that black-
white gap in taking a collage entrance exam was 13.3 percentage points for
students in regular-wize classes, and 6.1 percentage points for students in small
classes. Thus, attending a small class reduced the black-white gap in the
college-antrance-taet-caking race by 50 percent.
. Earlier research on Project STAR has found that minority students and students
on free lunch exhibited the greatest gains in teat acores as a consequence of
attending a small class. The findings in Figure 1 complement a result that has
been found consistently throughout Project STAR: minority students benefited most
from attending a omall class, and small classes ware able to considerably nerrow,
although not sliminate, the gap in educational performance between black and
white students.
. Table 1 provides further evidence on the effect of class size on the percent
OE students who took the college entrance exam. The first chroo columns of Table
1 contain the data used = construct Figure 1. To ensure that our results are
not due to extransous factors, we estimated & serios of logistic regressions in
which was controlled for the students' race, sex, [TEE or reduced-price lunch
status, and the specific *Immentary school be or she attended. Our findings ware
unchanged when we controlled for these variables, so we emphasize the simpler CBU
cabulations. Nonctholess, the fourth column of the table reports a. statistical
test of the null hypothesis that initial class-type assignment is unrelated co
the likelihood the scudent writes either the ACT or SAT exam. with the exception
of whice students, these tests indicate that it is very unlikely that the
observed differences in test-taking rates scroad the three types of clappes would
have occurred by chance.
. Tennessee 18 a state 18 which a majority of collegs-bound students take the ACT
exam. Tables 2 and 3 provide segarate tabulacions of che test-taking rates for
the ACT and for the SAT; some 60% of STAR atudents wrote the ACT exam while fewer
than 51 wrote the SAT exam. The disaggregated results in Tables 2 and 3 indicate
chat, compared to students assigned to regular-size classes, students assigned
to small classes were more likely to take the ACT exem, and were more likely to
take the SAT exam.
- class size may not have to shrink to 18 students for smaller clapses to raise
the likelihood that students take the ACT or SAT exams. We find that students
who were initially assigned to a class with 21-25 students their first yamr in
project STAR were more likely to take the ACT or SAT exam than students who were
assigned to classes with 26-30 students. And students who ware assigned classes
with 16-30 students ware more likely == take che ACT or BAT exam chan students
who were assigned to classes with 31-25 students,
. We do not know how many students who cook the ACT or SAT exam have actually
enrolled in college. or how many years of higher education they will ultimately
we found that high school seniors who cook the ACT or SAT exam completed an
complete. But baead on an analysis of the Righ school class of 1973 Database,
2
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average of 1.63 more years of schooling than students who did not take one of the
college encrunce exams, after controlling for the race and gender of the
students.
. Lastly, we examined the cost scores students achieved on the ACT and SAT exam.
Por students who took the SAT but not the ACT exam, we converted their SAT #COTE
to an ACT equivalent score using & concordance developed by researchers at the
College Board. For any student who wrope the ACT exam we used their ACT acore,
even if has or she also took the SAT exam. The average ACT TOBC scores were
virtually identical for students who wake assigned to small and regular-sise
classes. For the full sample of 3,832 tast takers, the average student in small
and regular-size classes bach earned * 19.3 composite ACT acore. Moreover,
assignment to a small class aid not sppear to alter the average test acore for
any of the subgroups that VII exemined (1.e., black, whico and free or reduced-
price lunch students). Fast studies have found that average test scores tend to
decline when mare students take the college sntrance exam, because the marginal
test takers are weaker students than the average student. In the STAR
experiment, however, students assigned to omall classes were more likely to take
the ACT or SAT exam, DUE the average score of those in small classed dia not
decline. One possibility is that there are two offsecting affects: (1) scored
increased for chose who would have otherwise written the exam; (2) the additional
students who cook the college ontrance exam because they attended a small class
ware weaker students, on average.
Conclusion
Attendance in a small class in grades k-3 appears to have raised the likalihood
chat students take either the ACT or SAT college-entrance exam. since most
colleges in the U.S. require students to take either the ACT oz SAT exam to be
admitted, these findings suggest that lowering class size in the elementary
school grades raises the prospect that students will attend college. The
beneficial effect of smaller classes on college aspirations appears to be
particularly strong for minority students, and students on free or reduced-price
lunch. Indead, attendance in small classes appears to have cut the black-white
gap in the probability of taking a collage-entrsnce exam by more than half.
Mersover, attending a small class appears to raise the probability that students
write the ACT or SAT exam without lowering cho ovarall average score of students
who take the uxam.
3
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1008
PAGE is
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Appendix: Description of the Sample
with the assistance of HERO's, Inc., we provided the ACT and HT8
organizations computer filse which contained several variables from the STAR
database, including demographic date, class Assignment, and primary school test
scores. The ACT and BAT date WHER marged to these records on Project STAR
students on the basis of the students' names, dates of birth and social Security
numbers. IF a STAR record was missing information on one of chees three
identifiers, the remaining identifiers were used to complete the merger. The
data were merged together by searching over ACT and SAT records for the ontire
U.S., DO any student who had moved away from Tennessee should scill be included
in the sample. About 9 percent of the STAR students who were identified by che
search algorithm rook the ACT or STATE exam outside of Tennessee. Once the date
ware marged together. the students' names, dates of birth, and social Security
numbers were concealed to preserve confidentiality.
Several checks indicated that the dace were linked properly. For example,
the correlation between the students' ACT acore percentile rank and their 8th
grade Tennessee Comprehensive Assossment Program (TCAP) TASE parcentile rank was
80, which is oven higher than the correlation between the students 3rd grade
Stanford Achievement Test Score perdentile and cheir 7th grade TCAP percencile
(.74). Additionally. the sex of the students based on their STAR records matched
cheir Bax in the ACT records in 95.78 of cases. These checks suggest that STAR
students were correctly linked to their ACT and SAT records.
The ACT and BAT databases are organized by graduating high school classes.
Only members of the High School Class of 1998 were included in the ACT and SAT
records that formed the basis of the search. As a consequence. STAR students who
repeated a grade or for some other reason ware not high school soniore in 199H
could not be matched to their ACT and SAT records, even if they had taken one of
the exame. Because of this Conture of the data, we restrict our sample to the
subsec of 9,397 students who WHIS - grade-Invel based on information that we
have on students who WIORS the TCAP exam through the eighth grade. AB a Eurther
check. however, was re-calculated Figure 1 for the entire sample of 11,600
students in our database (which includes students who fall behind and were not
high school seniors in 1998), and find qualisatively mimilar results as in Figure
1- Thus, our results are rebust to the inclusion of students who have fallen
bahind grade level.
4
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PAGE 2
DRAFT
Project STAR
THE TENNESSEE STUDENT/TEACHER ACHIEVEMENT RATIO STUDY
Background & 1999 Update
WHAT IS STAR?:
A large-scale. four-year, longitudinal, experimental study of reduced class size. that is considered "one
of the most important educational investigations ever carried out and illustrates the kind and magnitude
of research needed in the field of education to strengthen schools." [Frederick Mosteller, Professor
Emeritus of Mathematical Statistics at Harvard University (Summer/Fall 1995). The Future of
Children: Critical INSUES for Children and Youths, 5(2), P. 113-127.1
Sound research which "leaves no doubt that small classes have an advantage over larger classes in
reading and math in the early primary grades." I Finn, J. D.. & Achilles C. M, (1990, Fall). Answers
and questions about class size: A statewide experiment. American Educational Research Journal,
27(3), 557-577.1
Robert Slavin, John Hopkins University. un ЛЕКА reactor. praised Project STAR's design and
integrity and called iL it "watershed event" in research.
HOW WERE STAR FUNDS OBTAINED AND USED?:
Helen Pate-Bain presented Tennessee Legislators with the positive results from her class-size study
that had been conducted within one Metropolitan Davidson County school. Pate-Bain obtained a $12
million dollar legislative appropriation to complete STAR. Out of $12 million. $9,679,879 were
used for teacher and teacher aide sularies.
HOW WAS THE STAR STUDY DESIGNED?:
All Tennessee schools were invited to participate.
Each school had Lo have at least one of each of the three class types: small (13 to 17 students).
regular (22-26 students), and regular with il full-time teacher aide (22-26 students) for the within
school design.
The study included 79 schools in 42 systems which resulted in over 6,000 students per grade level.
Schools from inner-city, rural. urban, and suburban locations were included in the experiment.
All students and teachers were randomly assigned 11 their class type.
WHAT WERE THE MAIN FINDINGS FROM STAR?:
At each grade level (K-3), and across all school locations, the small classes made the highest scores
hi
on the norm-referenced Stanford Achievement Test (SAT) and the criterion-referenced Basic Skills
First Test (BSF). These results were both statistically and educationally significant.
Scor
STAR Reading Percentile Ranks,
STAR Math Percentile Ranks,
Kindergarten - Grade 3, 1985-1989
Kindergarten - Grade 3, 1985-1989
80
70
Small
70
85
60
60
Regular
50
55
Regular/Aide
40
50
K
1st
2nd
3rd
K
1st
2nd
3ml
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WHAT WERE OTHER IMPORTANT FINDINGS FROM STAR?
The Greatest Gains on the SAT were made in Inner-City Small classos.
The Highest Scores on the SAT and BSF were made in Rural Small classes.
The Classes that scored in the top 10% on the SAT Total Reading ATC identified as follows:
18 of the top 33 classes were small in Kindergarten.
22 of the top 34 classes were small in First Grade,
23 of the top 34 classes were small in Second Grade.
25 of the lop 32 classes were small in Third Grade.
Inner-City (Predominantly Minority) students in small classes always outscored inner-city students
in regular and regular/aide classes. This suggests that small classes are very beneficial to minority
students. Non-Free Lunch Minorities in suburban small classes performed 38 well AS Non-Free
Lunch Whites.
The effective teacher research (Bain. Word. Lintz. 19??) revealed certain teaching practices.
characteristics, and communication skills that when combined with small classes produce more
effective learning:
Creative Writing. Hands on Experiences, Learning Centers, Use of Manipulatives
Good Listener. Immediate Feedback, Monitoring. Preplanned Instruction, Well Organized
Assertive Discipline. High Expectations. Peer Tutoring, Reteaching
Effective Communication with Parents. Love of Children
Enthusiasm, Flexibility. Patience, Sense of Humor
Ability to establish effective communication with the home.
Ability to involve the family in the education of their children.
Ability to teach parents how to teach their children.
Ability to make home visits.
WHAT POLICY IMPLICA RESUL TED FROM STAR?:
Tennessee's school finance plan, the Basic Education Plan. includes incentives for school systems to
reduce class sizes a 20 or fewer students in the early primary grades (K-3).
Approximately 30 states across the U.S. and several foreign countries have used the STAR lindings
to initiate steps toward smaller classes.
WHAT IS THE CURRENT STATUS OF PROJECT STAR?:
The Tennessee Legislature and private foundations have funded HEROS, Inc. in conduct follow-up
studies through the end of the STAR students' high school graduation and beyond. The full-scale study
of the effect of small primary classes (K-3) on long-term social outcomes includes research related to
higher education, juvenile detention and adult prison rates, and welfare and employment security. This
research is still in progress. Preliminary findings show:
HH% small-elass, ##% regular-class, & ##% regular/aide-class students completed high school
honors English courses.
##% small-class, ##% regular-class. & ##% regular/aide-class students completed a foreign
language course during high school.
##" small-class. HII% regular-class, & ##% regular/aide-class students completed advanced
mathematics course during high school.
Itll was the overall high school Grade Point Average (GPA) for small-class students: the regular-
class students' GPA was ##, and the regular-mide class students had a GPA of ##.
##% small class, ## regular-class, and HH% regular/aide-class students graduated from high
school.
##% of small-class students received an honors diploma; ##11/2 of regular-class students and HH% of
regular/4ide-class students also received an honors diploma.
##% of small-class students received a regular/vocational high school diploma: ##% of regular-class
students and #% of regular/aido-class students also received a regular/vocational diploma.
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##% of small-class students received a special education diploma; ##% of regular-class students and
##% of regular/aidc-class students also received special education diplomas.
#% of small-class students received III attendance diploma; ##% of regular-class students and HH%
of regular/aide-class students also received an attendance diploma.
##% of small-class students completed either the ACT Assessment or Scholastic Aptitude Test
(SAT) college entrance exams; ##% of regular-class students and ##% of regular/aide-cluss students
also completed either the ACT or SAT.
11 KRUEGER WANTS OTHER ACT/SAT INFO. IT CAN GO HERE.
HEROS. Inc. announced release of the first public version of the Project STAR small class-size research
dambase. The database is accessible via the World Wide Web at www.tclalink.net/-herus. This web site also
features up-to-the-minute information on the official Project STAR longitudinal research results.
For more Information on Project STAR, please contact: Jayne Boyd-Zaharias, Director,
Health & Education Research Operative Services (HEROS), Inc.,
PO Box 1271, Lebanon, TN 37088-1271
Phone: (615) 449-7904, FAX: (615) 448-7904, e-mail: [email protected]
Helen Pate-Bain, Chairporson: (334) 640-7012
HEROS, Inc. is a 501 (c) (3) nonprofit organization.
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Druft: Inscutive Sustary. 6/2/95
The Effect of Attending 8 Small Class in the Barly Grades on Collage
Attendance vians
Alan B. Krusgwr and Diane M. Whitmore'
Prinoscon University
Background
Project STAR was an experiment in which 11,500 students and their teachers in
grades k-3 were randemly assigned to a small class (13-17 students), regular-sise
class (22-25 students), or regular-sise class with a teacher side within 80
Tennessee public schools. The experiment began with kindergarten students in the
1985-86 school year. After feur years, all students ware returned to regular-
aire classes. Project STAR students who moved along on pace would have graduated
from high school in the spring of 1998. TO determine the impact of having
actended a smaller class in elementary school OR students' long-term educational
outcomes, we asked ACT, Inc. and the College Board/Sducational Testing Service
to link information on high school seniors in the class of 1996 who took the ACT
or BAT exam to records that we provided on the 11,600 acudents from project STAR,
regardless of where the project STAR students resided in 1998. The resulting
database contains information on whether Project STAR students in the class of
1998 wrote either the ACT or GAT exam, their CODE score, and information from the
background questionnaire students fill out when they take the ACT or SAT exam.
This is the first database that permits a long-term examination or the behavior
and post-high school aspirations of projuct STAR participants. This Executive
Summary describes our initial findings for A sample of more than 9,000 Project
STAR students who ware high school seniors in 1998.
Sppoific Findings
. The main results are illustrated in Figure 1. This figure reports the perdent
of students who cook either the ACT or the SAT exam by the type of class they
were assigned to accend their initial year in Project STAR. The figures are
reported for all students combined, for white and black students separately, and
for students who redeived free or raducad-price lunch in at least one year in
grades K-3. For the entire sample, Figure 1 indicates thec 43.74 of students who
ware assigned to = small class took either the ACT or SAT exam, whereas 40.00 of
those assigned to be regular-sits class took one of the exams, and 39.9% of those
assigned to a regular-sise class with an side took one of che exams. The 3.6
percentage point higher test-taking rate fax the students assigned to small
classes relative to chose assigned to regular-size classes was otatistically
significant at the .05 leval, that in, this difference in unlikely = have
occurred by chance.
'Alan Krueger is the Bundhein Professor of Boonomico and Public Affairs at
Princeton University and & Research Associate or the National Bureau of Sconomic
Research. Diane Whicmose is a graduate student in the Economico Department at
princeton University.
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. Figure : also indicates that attending a small class was particularly affective
in raining the proportion or black acudents she wrote one of the college encrance
exams. only 31.78 of black students in regular-size classes wrote the ACT or SAT
exam, whereas 40.2% of blank students in small classes wrote the college entrance
exam. To gain some perspective - the magnitude of this effect, note chat black-
white gap in taking a collage entrance exam was 13.3 percentage points for
students in regular-wize classes, and 6.1 percentage points for students in emall
classes. Thus, attending . small class reduced the black-white gap in the
collaga-entrance-tamt-caking race by 54 percent.
. Earliar research on Project STAR has found that minority students and students
on free lunch exhibited the greatest gains in teat acores as a consequence of
attending a small class. The findings in Figure 1 complement a result that has
been found consistently throughout Project STAR: minority students benefited most
from attending a small class, and small classes ware able to considerably narrow,
although not aliminate, the gap in educational performance between black and
white students.
- Table 1 provides further evidence on the effect of class size on the percent
OE students who took the college entrance exam. The Eirac chree columns of Table
1 contain the data used CO conserve Figure 1. To ensure that our results are
not due 50 extransous factors, we estimated & serios of logistic regressions in
which was controlled for the students' race, sex, from or reduced-price lunch
status, and the specific =lementary school be or she attended. Our findings ware
unchanged when we controlled for these variables, so we emphasize che simpler I&U
cabulations. Nonctholess, the fourth column or the table reports a. statistical
test of the null hypothesis THAT initial class-type assignment is unrelated to
the likelihood the student writes either the ACT or SAT axam. with the exception
of whice students, these tosts indicate that it is very unlikely that the
observed differences in test-taking rates scross the three types of clappes would
have occurred by chance.
Tennessee 18 a state 10 which a majority of collegs-bound students take the ACT
exam. Tables 2 and 3 provide segarate tabulacions of che test-taking rates for
the ACT and for the SAT: some 60% of STAR acudents wrote the ACT exam while fewer
than 51 wrote the SAT exam. The disaggregated results in Tables 2 and 3 indicate
chat, compared to students assigned to regular-size classes, students assigned
to emall classes wore more likely to take the ACT exam, and were MOIN likely to
take the SAT exam.
. class size may not have to shrink to 18 students for smaller clapses to raise
the likelihood that studence take the ACT or SAT exams. We find that students
who were initially assigned to & class with 21-25 students their first yamr in
project STAR ware more likely to take the ACT or SAT exam than students who were
assigned to classes with 26-30 students. And students who wore assigned classes
with 16-30 students ware more likely = take che ACT or BAT exam chan students
who were assigned to classes with 31-25 students,
We do not know how many students who cook the ACT or SAT exam have actually
- enrolled in sollage. or how many years of higher education they will ultimately
we found that high school seniors who cook the ACT or SAT exam completed an
complete. But baeed on an analysis of the Righ school class of 1972 Database,
2
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average of 1.63 more years of schooling than students who did not take one of the
college encrunce exams, after controlling for the race and gender of the
students.
. Lastly, we examined the tost accres students achieved on the ACT and SAT examp,
Por students who took che SAT but not the ACT exam, we converted their SAT soore
to an ACT equivalent SCOIN using & concordance developed by researchers at the
College Board. For any student who wrope the ACT exam we used their ACT acore,
even if hw or she also took the SAT exkm. The average ACT E000 scores were
virtually identical for students who wake assigned to small and regular-sise
classes. For the full sample of 3,832 test takers, the average student in small
and regular-size classes bach earned # 19.3 composite ACT acore. Moreover.
assignment CO a small class aid not appear to alter the average test acore for
any of the subgroupe that WE exemined (1.e., black, whico and free or reduced-
price lunch students). Fast studies have found that average test scores tend to
decline when mare students take the college entrance exam, because the marginal
test takers are weaker students than the average student. In the STAR
experiment, however, students assigned to newsll classes were more likely to take
the ACT or SAT exam, but the average acore of chose in small classes dia not
decline. One possibility is that there are two offsetting affects: (1) scored
increased for chose who would have otherwise written the exam; (2) the additional
students who cook the college ontrance exam because they attended a small class
ware weeker students, on average.
Conclusion
Attendance in a small class in grades k-3 appears to have raised the likalihood
chac students take either the ACT or SAT college-entrance exam. since most
colleges in the U.S. require students to take either the ACT OZ SAT exam to be
admitted, these findings suggest that lowering class size in the elementary
school grades raises the prospect that atudents will attend college. The
beneficial effect of smaller classes on college aspirations appears to be
particularly otrong for minority students, and students on free or reduced-price
lunch. Indead, attendance in small classes appears to have cut the black-white
gap in the probability of taking a collage-entrsnde exam by more than half.
Mersover, attending - small class appears to raise the probability that acudents
write the ACT or SAT exem without lowering the ovarall average score or studence
who take the MXAM.
3
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8:48 No. 001 P.05
Appendix: Description of the Sample
With the assistance of HERD's, Inc., we provided the ACT and MT8
organizations computer files which contained several variables from the STAR
detabase, including demographic date, class assignment, and primary school test
scores. The ACT and BAT data were anyed to these records on project STAR
students on the basis of the students names, dates of birth and social Security
numbers. IE a STAR record was missing information on one of chees three
identifiers, the remaining identifiers were used to complete the merger. The
data were merged together by searching over ACT and SAT records for the entire
O.B., DO any student who had moved away from Tennessee should scill be included
1p the sample. About 9 percent of the STAR students who were identified by che
search algorithm Fook the ACT or SAT exam outside of Tennessee. Once the date
ware marged together. the students* names, dates of birth. and social Security
numbers were concealed to preserve confidentiality.
Several checks indicated that the data ware linked properly. For example,
the correlation between the students' ACT score percentile rank and their oth
grade Tennessee comprehensive ASSOSTMENT Program (TCAP) Tast parcentile rank was
80, which is even higher than the correlation between the students 3rd grade
stanford Achievement Test Score perdentile and cheir 7th grade TCAP percentile
(.74). Additionally. the BOX of the students based on their STAR records matched
cheir BOX in the ACT records in 28.78 of cases. These checks suggest that STAR
students ware correctly linked co their ACT and SAT records.
The ACT and SAT databages BEE organized by graduating high school classes.
only members of the High School Class of 1998 were included in the ACT and SAT
records that formed the basis of the search. As a consequence, STAR scudents who
repeated a grade or for some other reason ware not high school soniore in 1998
could not be matched to their ACT and SAT records, even if they had taken one of
the exame. Because of this feature of the data, we restrict our sample to the
subset of. 9,397 students who ware - grade-lavel based on information that we
have on students who wrote the TCAP axam through the eighth grade. AB a further
check, however, are re-calculated Figure 1 for the entire sample at 11,600
students in our database (which includes students who fall behind and were not
high school seniors in 1999), and find qualisatively mimilar results as in Figure
1. Thus, our results are rebust to the inclusion of students who have fallen
buhind grade level.
4
04/29/99 THU 08:17 FAX
002
FILE No. 786 04/26 '99 12:23 ID:NEA GOV. RELATIONS
202 822 7309
PAGE 2
Project STAR NEWS
HEROS, P.O. Box 1271, Lebanon, IN 37088
www.telaini.net/ heros
(615) 449-7904
EMBARGOED until 9:30 a.m.
For More Information:
April 29, 1999
Jayne Boyd-Zaharias (615) 449-7904
Benefits of small classes pay off at graduation
Project STAR finds small classes in K-3 linked to greater student achievement,
better grades, lower dropout rates, and higher college aspirations
Washington, D.C. - A ground-breaking Tennessee-based class size study has found that public
school students placed in small classes in grades K-3 continue to outperform students in larger
classes right through high school graduation.
Researchers for Project STAR (Student/Teacher Achievement Ratio) - whose earlier findings
helped form the basis for class size reduction in some 20 states - today reported that students
placed in small class sizes in grades K-3 have better high school graduation rates, higher grade
point averages, and are more inclined to pursue higher education.
"This research adds to the evidence we have compiled over the past 14 years," said Dr. Helen
Pate-Bain. who convinced the Tennessee state legislature to provide funding for the initial STAR
research. "The project's findings indicate that students placed in small classes in grades K-3
continue to benefit from that experience in grades 4-12."
The original STAR research tracked the progress of an average of 6,500 students each year in
79 schools between 1985 and 1989 (and 11,600 students overall). It found that children who
attended small classes (13-17 pupils per teacher) in kindergarten through grade 3 outperformed
students in larger classes (22-25 pupils) in both reading and math on the Stanford Achievement Test
for elementary students. The second phase of the STAR research found that even after returning to
larger classes in grade 4, STAR's small class students continued to outperform their peers who had
been in larger class sizes.
At a news conference held today at the National Press Club, STAR researchers released a new
wave of findings:
04/29/99 THU 08:18 FAX
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7
Students in small classes are more likely to pursue college: STAR students who
attended small classes - and black students in that group in particular - were more likely to
take the ACT or SAT college entrance exams, according to Princeton University economist
Dr. Alan B. Krueger, who researched test data linked to the Project STAR database.
"Attendance in small classes appears to have cut the black-white gap in the probability of
taking a college-entrance exam by more than half," Krueger said.
Small classes lead to higher graduation rates: Preliminary data from participating STAR
school districts in Tennessee show that students in small classes were more likely to
graduate on schedule; they were less likely to drop out of high school: and they were more
likely to graduate In the top 25% of their classes, according to Dr. Jayne Boyd-Zaharias, a
STAR researcher since 1986. In addition, Boyd-Zaharias found that small class students
graduated with higher grade point averages (GPAs) than regular class size students.
Students In small classes achieve at higher levels: Three other researchers - Dr.
Jeremy D. Finn, professor of education at SUNY Buffalo, Susan B. Gerber of SUNY Buffalo,
and Charles M. Achilles, Ed.D., of Eastern Michigan University, together with Boyd-Zaharias
- released new findings showing that STAR students who attended small classes in grades
K-3 wore between 6 and 13 months ahead of their regular-class peers in math, reading, and
science in each of grades 4, 6, and 8. "Our analyses show that at least three years in a
small class are necessary in order for the benefits to be sustained through later grades,"
wrote the researchers. "Further, the benefits of having been In a email class in the primary
years generally increase from grade to grade."
Class size is different from pupll/teacher ratio: Achilles, one of the original STAR
researchers, explained the difference between class size (the number of students assigned
to a teacher) and pupil/teacher ratio (the total number of students divided by the total number
of educators In a school). Many "class size" studies, he noted. have relied on pupil/teacher
ratios to make their case. The STAR research is able to track students based on specific
class size. Achilles noted that some 20 states - including Michigan, California, Nevada,
Florida, Texas. Utah, Illinois, Indiana, New York, Oklahoma, lowa, Minnesota,
Massachusetts, South Caroline, and Wisconsin - have initiated or considered STAR-like
class size reduction efforts.
APR-29-1999 THU 08:20 AM OFC OF SEC/PUBLIC AFFAIR
FAX NO. 202 260 7753
P. 01
STATE OF
UNITED STATES DEPARTMENT OF EDUCATION
,
STATES STATES of AMERICA
PUBLIC AFFAIRS
OFFICE OF THE DIRECTOR
FAX TRANSMITTAL
TO:
Bethany little
PHONE:
FAX:
456 5581
FROM:
OFFICE OF PUBLIC AFFAIRS
Laura Segal 202-401-0058
PHONE:
202-401-3026
FAX: (202) 260-7753
PAGE(S) TO FOLLOW:
2
MESSAGE:
Scheduled for 1130 12 is
Capitol "Swamp" - Senete side
He's also domg the Ed Flex
biller Signing today at 230
CONFIDENTIALITY NOTICE
This transmission is intended for and restricted to the named addressee only. It may contain confidential
and/or privileged information. If you receive this transmission in eΓΓoΓ, you are notified that you are
prohibited from reading. copying. or disseminating the transmission. Please call (202) 401-3026 to
arrange for return of any transmission sent in error. Thank you.
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202-0130
(202) 401-3026
APR-29-1999 THU 08:20 AM OFC OF SEC/PUBLIC AFFAIR
FAX NO. 202 260 7753
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UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
STATE
B
For Release: April 29, 1999
Contact: Julie Green (202) 401-3026
STATEMENT BY U.S. SECRETARY OF EDUCATION RICHARD W. RILEY
On new Project STAR Research
Good morning, and thank you all for coming.
It has been nine days since the tragic events at Columbine High School in Littleton,
Colorado, shook and saddened our nation. Since that day, the American people have been
searching for answers to the problem of school violence. We may never have all the
answers, but I am convinced that we can take real action to make American schools safer
and better. Today, we are here to talk about one of those steps -- reducing class size in the
early grades.
Last year, I met with school security experts. I expected them to tell me that the solutions
to school violence were more metal detectors and more armed policemen in schools.
While they said these could help, I will never forget what one security officer said to me:
"If you want safer schools, give kids more attention in the early grades."
He understood the critical importance of early childhood education. He knew that putting
children on the right track in life is easiest when they're very young.
We must give every young child as much individual attention as possible. If we want to
have safer schools tomorrow, we must invest in our young children today.
President Clinton has made a dramatic proposal to help school districts hire and pay
100,000 well prepared teachers to reduce class size to an average of 18 students in the first
three grades nationally. This would allow teachers to provide more individualized
instruction and attention to each student. It would also allow teachers to identify troubled,
disconnected students and get them the help they need.
This isn't only about the quantity of teachers -- it's also about the quality of teachers.
School districts would be able to use a portion of their allocations to test new teachers for
academic content knowledge and to upgrade professional development opportunities for
current teachers. Teachers would also learn proven practices that help children learn to
read, and they would receive instruction in the best ways to teach small classes. This
initiative is just one part of the Clinton-Gore Administration's overall effort to recruit,
prepare, and support quality teachers.
APR-29-1999 THU 08:20 AM OFC OF SEC/PUBLIC AFFAIR
FAX NO. 202 260 7753
P. 03
The current budget includes the first down payment of 1.2-billion dollars to hire the first
group of teachers. Last weck, when the Congress passed the excellent Ed-Flex bill, it
wisely rejected an attempt to derail the drive to hire 100,000 new teachers and reduce class
size. This bipartisan action showed that we can work together to improve education, and
the President will sign the Ed-Flex bill this afternoon.
Now we are urging Congress to finish the job of hiring 100,000 good new teachers. We
are also urging Congress to take the next logical step. Reducing class size will mean that
we'll need more classrooms. So we will continue to work for passage of the President's
initiative to help build, repair, or modernize 6,000 public schools.
The best research on class reduction has been the Tennessee "Project STAR" study.
Several of the researchers who took part in that study are with us today. Earlier this
morning, they reported on their study's latest findings. They found that public school
students placed in smaller classes in grades K-3 continue to outperform students in larger
classes right through high school graduation.
They also found that students from smaller classes have better high school graduation
rates, higher grade-point averages, and are more likely to go to college.
I might add that we also know that when students do better in school, they're less likely to
be attracted to gangs. drugs, and violence.
And now it is my honor to turn these proceedings over to a leader who has championed the
cause of children and education in the U.S. Senate and all across this nation - Senator Ted
Kennedy.
###
AMERICAN
Responsibility
FEDERATION OF
Respect
Results
TEACHERS AFL.CIO
LESS DNS FORT IFF
DEPARTMENT OF PUBLIC AFFAIRS, 555 NEW JERSEY AVENUE, N.W., WASHINGTON, DC 20001-2079 TEL: 202-879-4458 FAX: 202-879-4556
EMBARGOED for 12:01 am, June 21, 1999
CONTACT: Janet Bass
(202)879-4554
TEACHER SALARY BOOST IS ONE WAY TO STEM TEACHER SHORTAGES
AFT Releases 1997-98 Teacher Salary Survey
Raising teacher salaries will be necessary to stem a serious teacher shortage caused in large
part by a red-hot job market offering lucrative salaries to college graduates, the American
Federation of Teachers said today in releasing its 1997-98 teacher salary survey.
"To attract college graduates to teaching, salaries must keep pace with other professions that
are luring people away from the classroom. Teaching is enormously gratifying, and many more
would make it their career choice if they felt they were treated like professionals," said AFT
President Sandra Feldman. Along with higher salaries, she said schools must also reduce class
sizes, enforce a strict discipline policy, modernize school buildings, and make other improvements
to attract and retain teachers.
The U.S. Department of Education has estimated that 2 million teachers will need to be
hired over the next decade. According to the AFT report, the chief reasons for the teacher shortage
include inferior salaries, a rapidly graying teaching force and increasing enrollments due to the so-
called "baby boomlet."
The national average beginning teacher salary in the 1997-98 school year was $25,735. By
contrast, new college graduates in 1998 received an average salary offer in other fields of more than
$35,000. For example, in engineering, offers averaged $42,862; computer science, $40,920; math
or statistics, $40,523; chemistry, $36,036; business administration, $34,831; accounting, $33,702;
and sales/marketing, $33,252.
The national average teacher salary in the 1997-98 school year was $39,347. By contrast,
the 1998 average annual salary of other white-collar occupations was much higher. For example,
attorneys earned $71,530; engineers, $64,489; computer systems analysts, $63,072; buyer/contract
specialists, $54,625; and accountants, $45,919.
In the early 1990s, corporate downsizing contributed to a poor job market for new college
graduates and new teacher salaries increased at two or three times the rate of other salary offers for
new college graduates, according to the salary report. But starting in 1995, unemployment fell, the
labor market for new college graduates grew, and salary offers in the private sector grew at twice
the rate as those for new teachers.
-More-
AFTSU
As part of the salary report, AFT surveyed personnel officers of the nation's 200 largest
school districts. Among the findings:
A teacher shortage clearly exists, especially in large urban districts. More than two-thirds of
respondents indicated an insufficient supply of teacher applicants in 1998-99.
School districts were adopting a variety of responses to the shortage, including providing
signing bonuses and housing allowances and issuing emergency teaching credentials.
Respondents said they had more difficulty attracting qualified teachers compared to four years
ago.
The shortage is particularly severe for math, special education and bilingual education teachers.
Districts also noted shortages of teachers in the following fields: foreign language, science,
computers, school psychologists, and occupational and physical therapists. No field of teaching
rated in the category of "considerable surplus," although a sufficient number of elementary and
social studies teachers was noted.
School districts reported that 8.5 percent of teachers taught under temporary or emergency
credentials in 1998-99, up from 8 percent in 1997-98. Last year, the AFT called for a
moratorium on emergency credentials for teachers. As part of the current reauthorization of the
Elementary and Secondary Education Act, the Clinton administration also has pushed states to
end emergency teacher credentials, proposing that within four years, 95 percent of all teachers
in a state would have to be fully certified or working toward obtaining certification within three
years.
Other highlights of the AFT 1997-98 salary survey:
The $39,347 average teacher salary is a 2.4 percent increase over the 1996-97 average salary of
$38,415.
The $25,735 average beginning teacher salary is a 2.9 percent increase over the 1996-97
beginning salary of $25,015.
The five states with the highest average salaries: Connecticut ($51,727); New Jersey ($50,284);
New York ($48,712); Michigan ($48,361); and Alaska ($48,275). The five states with the
lowest average salaries: New Mexico ($30,309); Louisiana ($30,090); Mississippi ($28,691);
North Dakota ($28,231); and South Dakota ($27,839).
Teachers had an average 16.1 years of experience in 1997-98, just over five more years than in
1978.
(Sources for the AFT's salary survey include state departments of education and the Department of
Defense survey of teacher salaries.)
(To obtain a copy of the complete report, Survey & Analysis of Salary Trends 1998, contact the
AFT Research Department at 202-879-4428.)
The AFT represents more than one million teachers, school support staff, higher education faculty,
nurses and other healthcare professionals, and state and local government employees.
###
TABLE I-1
AVERAGE TEACHER SALARY IN 1997-98
STATE RANKINGS
Average
Percent of
Rank State
Salary
U.S. Average
1
Connecticut
$51,727
131.5%
2
New Jersey
50,284
127.8%
3
New York
48,712 C
123.8%
4
Michigan
48,361 b
122.9%
5
Alaska
48,275
122.7%
6
Pennsylvania
47,542
120.8%
7
D.C.
44,746 b
113.7%
8
California
44,585
113.3%
9
Rhode Island
44,506 b
113.1%
10
Massachusetts
44,285 b
112.5%
11
Illinois
43,707 e
111.1%
12
Delaware
42,439
107.9%
13
Oregon
42,301 e
107.5%
14
Maryland
41,404 f
105.2%
15
Nevada
40,572
e
103.1%
16
Indiana
39,752
101.0%
17
Minnesota
39,104 b
99.4%
18
Ohio
39,099
99.4%
19
Washington
38,755 a
98.5%
20
Wisconsin
38,179 f
97.0%
21
Georgia
37,412
95.1%
22
Colorado
37,240
94.6%
23
Virginia
37,024
f
94.1%
24
New Hampshire
36,663
93.2%
25
Hawaii
36,598 b
93.0%
26
Vermont
36,299
92.3%
27
Tennessee
34,584
f
87.9%
28
Florida
34,473
87.6%
29
Kentucky
34,453
f
87.6%
30
Maine
34,349
87.3%
31
lowa
34,084
86.6%
32
Arizona
34,071
b
86.6%
33
Missouri
34,001 a,f
86.4%
34
Kansas
33,800 d
85.9%
35
South Carolina
33,608
85.4%
36
Texas
33,537
85.2%
37
West Virginia
33,396 f
84.9%
38
North Carolina
33,123
84.2%
39
Utah
32,981 a
83.8%
40
Idaho
32,834
83.4%
41
Alabama
32,799
83.4%
42
Nebraska
32,668
83.0%
43
Arkansas
32,119 a,f
81.6%
44
Wyoming
32,022
81.4%
45
Oklahoma
30,940
78.6%
46
Montana
30,617
77.8%
47
New Mexico
30,309 b
77.0%
48
Louisiana
30,090
76.5%
49
Mississippi
28,691
72.9%
50
North Dakota
28,231
71.7%
51
South Dakota
27,839
70.8%
U.S. Average
$39,347
100.0%
Guam
$27,827 e.f
70.7%
Puerto Rico
$24,000
61.0%
Virgin Islands
$33,311
84.7%
a=estimate or preliminary; b=AFTestimate; c=median; d=estimated to exclude fringe benefits at 8%;
e=includes employer pick-up of employee pension contribution, where applicable; f=includes extra duty pay.
Source: American Federation of Teachers, annual survey of state departments of education.
Survey and Analysis of Teacher Salary Trends 1998
American Federation of Teachers/5
TABLE I-2
TRENDS IN THE AVERAGE SALARY, 1995-96 TO 1997-98
Percent Change
Average Salary
1995-96
1996-97
1995-96
to
to
to
State
1995-96
Rank
1996-97
Rank
1997-98
Rank
1996-97
1997-98
1997-98
Connecticut
$50,938
1
$51,181
1
$51,727
1
0.5%
1.1%
1.5%
New Jersey
48,751
3
49,786
2
50,284
2
2.1%
1.0%
3.1%
New York
48,115
4
48,000
4
48,712
3
-0.2%
1.5%
1.2%
Michigan
46,832
5
47,181
5
48,361
4
0.7%
2.5%
3.3%
Alaska
49,148
2
49,140
3
48,275
5
0.0%
-1.8%
-1.8%
Pennsylvania
46,087
6
47,147
6
47,542
6
2.3%
0.8%
3.2%
D.C.
42,424
8
43,443
7
44,746
7
2.4%
3.0%
5.5%
California
42,259
9
42,992
10
44,585
8
1.7%
3.7%
5.5%
Rhode Island
41,829
10
43,084
8
44,506
9
3.0%
3.3%
6.4%
Massachusetts
43,025
7
42,995
9
44,285
10
-0.1%
3.0%
2.9%
Illinois
40,890
12
42,339
11
43,707
11
3.5%
3.2%
6.9%
Delaware
40,533
13
41,436
12
42,439
12
2.2%
2.4%
4.7%
Oregon
39,706
14
41,093
14
42,301
13
3.5%
2.9%
6.5%
Maryland
41,186
11
41,257
13
41,404
14
0.2%
0.4%
0.5%
Nevada
39,535
15
40,841
15
40,572
15
3.3%
-0.7%
2.6%
Indiana
37,675
18
38,845
16
39,752
16
3.1%
2.3%
5.5%
Minnesota
37,161
19
38,113
18
39,104
17
2.6%
2.6%
5.2%
Ohio
38,087
16
38,806
17
39,099
18
1.9%
0.8%
2.7%
Washington
37,853
17
37,812
20
38,755
19
-0.1%
2.5%
2.4%
Wisconsin
36,964
21
37,872
19
38,179
20
2.5%
0.8%
3.3%
Georgia
33,869
26
35,679
24
37,412
21
5.3%
4.9%
10.5%
Colorado
35,364
24
36,271
21
37,240
22
2.6%
2.7%
5.3%
Virginia
34,792
25
35,651
25
37,024
23
2.5%
3.9%
6.4%
New Hampshir
35,792
22
36,029
23
36,663
24
0.7%
1.8%
2.4%
Hawaii
37,044
20
35,532
26
36,598
25
-4.1%
3.0%
-1.2%
Vermont
35,526
23
36,052
22
36,299
26
1.5%
0.7%
2.2%
Tennessee
33,126
28
34,222
27
34,584
27
3.3%
1.1%
4.4%
Florida
33,330
27
33,855
28
34,473
28
1.6%
1.8%
3.4%
Kentucky
32,935
29
33,797
29
34,453
29
2.6%
19%
4.6%
Maine
32,869
30
33,676
30
34,349
30
2.5%
2.0%
4.5%
lowa
32,372
33
33,272
31
34,084
31
2.8%
2.4%
5.3%
Arizona
32,843
31
33,208
33
34,071
32
1.1%
2.6%
3.7%
Missouri
32,323
34
33,155
34
34,001
33
2.6%
2.6%
5.2%
Kansas
32,429
32
33,087
35
33,800
34
2.0%
2.2%
4.2%
South Carolina
31,622
36
32,830
36
33,608
35
3.8%
2.4%
6.3%
Texas
31,400
39
32,426
38
33,537
36
3.3%
3.4%
6.8%
West Virginia
32,155
35
33,258
32
33,396
37
3.4%
0.4%
3.9%
North Carolina
30,411
43
31,167
43
33,123
38
2.5%
6.3%
8.9%
Utah
30,587
42
31,866
39
32,981
39
4.2%
3.5%
7.8%
Idaho
30,891
41
31,280
42
32,834
40
1.3%
5.0%
6.3%
Alabama
31,324
40
32,551
37
32,799
41
3.9%
0.8%
4.7%
Nebraska
31,496
38
31,768
40
32,668
42
0.9%
2.8%
3.7%
Arkansas
29,964
44
31,021
44
32,119
43
3.5%
3.5%
7 2%
Wyoming
31,571
37
31,716
41
32,022
44
0.5%
1.0%
1.4%
Oklahoma
29,177
47
30,184
45
30,940
45
3.5%
2.5%
6.0%
Montana
29,364
45
29,958
46
30,617
46
2.0%
2.2%
4.3%
New Mexico
29,285
46
29,715
47
30,309
47
1.5%
2.0%
3.5%
Louisiana
26,800
50
29,025
48
30,090
48
8.3%
3.7%
12.3%
Mississippi
27,692
48
27,877
49
28,691
49
0.7%
2.9%
3.6%
North Dakota
26,966
49
27,709
50
28,231
50
2.8%
1.9%
4.7%
South Dakota
26,346
51
27,072
51
27,839
51
2.8%
2.8%
5.7%
U.S. Average
$37,594
$38,415
$39,347
2.2%
2.4%
4.7%
Guam
n.a.
$27,827
$27,827
n.a.
0.0%
n.a.
Puerto Rico
n.a.
$24,000
$24,000
n.a.
0.0%
n.a.
Virgin Islands
$31,372
$33,216
$33,311
5.9%
0.3%
6.2%
Source: American Federation of Teachers, annual survey of state departments of education.
Survey and Analysis of Teacher Salary Trends 1998
American Federation of Teachers/#
TABLE I-4
AVERAGE TEACHER SALARIES FOR 1987-88 AND 1997-98
Percent of
Change
Average Salary
Rank
U.S. Average
1987-88
State
1987-88
1997-98
1987-88
1997-98
1987-88
1997-98
1997-98
Rank
New Jersey
$30,778
$50,284
10
2
110%
128%
63.4%
1
Pennsylvania
29,177
47,542
16
6
104%
121%
62.9%
2
West Virginia
21,736
33,396
45
37
77%
85%
53.6%
3
Connecticut
33,776
51,727
7
1
120%
131%
53.1%
4
New Hampshire
24,019
36,663
42
24
86%
93%
52.6%
5
Arkansas
21,133
32,119
49
43
75%
82%
52.0%
6
Oregon
28,060
42,301
20
13
100%
108%
50.8%
7
Vermont
24,507
36,299
37
26
87%
92%
48.1%
8
Idaho
22,242
32,834
44
40
79%
83%
47.6%
9
Illinois
29,667
43,707
13
11
106%
111%
47.3%
10
Indiana
27,028
39,752
24
16
96%
101%
47.1%
11
Nevada
27,599
40,572
19
15
98%
103%
47.0%
12
Maine
23,425
34,349
47
30
83%
87%
46.6%
13
Utah
22,572
32,981
38
39
80%
84%
46.1%
14
Massachusetts
30,379
44,285
9
10
108%
113%
45.8%
15
Tennessee
23,785
34,584
31
27
85%
88%
45.4%
16
Georgia
25,736
37,412
27
21
92%
95%
45.4%
17
Nebraska
22,683
32,668
43
42
81%
83%
44.0%
18
Delaware
29,573
42,439
15
12
105%
108%
43.5%
19
Kentucky
24,253
34,453
41
29
86%
88%
42.1%
20
Michigan
34,080
48,361
4
4
121%
123%
41.9%
21
Louisiana
21,209
30,090
48
48
76%
76%
41.9%
22
Ohio
27,606
39,099
21
18
98%
99%
41.6%
23
New York
34,500
48,712
3
3
123%
124%
41.2%
24
South Dakota
19,758
27,839
51
51
70%
71%
40 9%
25
Alabama
23,320
32,799
32
41
83%
83%
40.6%
26
Mississippi
20,562
28,691
50
49
73%
73%
39.5%
27
South Carolina
24,403
33,608
36
35
87%
85%
37.7%
28
Missouri
24,709
34,001
34
33
88%
86%
37.6%
29
Washington
28,217
38,755
18
19
101%
98%
37.3%
30
Kansas
24,647
33,800
33
34
88%
86%
37.1%
31
lowa
24,858
34,084
39
31
89%
87%
37.1%
32
Florida
25,198
34,473
29
28
90%
88%
36.8%
33
Virginia
27,193
37,024
25
23
97%
94%
36.2%
34
Oklahoma
22,773
30,940
40
45
81%
79%
35.9%
35
Rhode Island
32,858
44,506
6
9
117%
113%
35.4%
36
California
33,159
44,585
5
8
118%
113%
34.5%
37
Maryland
30,933
41,404
8
14
110%
105%
33.9%
38
North Carolina
24,900
33,123
30
38
89%
84%
33.0%
39
Texas
25,558
33,537
26
36
91%
85%
31.2%
40
Minnesota
29,900
39,104
11
17
107%
99%
30.8%
41
Wisconsin
29,206
38,179
14
20
104%
97%
30.7%
42
North Dakota
21,660
28,231
46
50
77%
72%
30.3%
43
Colorado
28,651
37,240
17
22
102%
95%
30.0%
44
D.C.
34,705
44,746
2
7
124%
114%
28.9%
45
Montana
23,774
30,617
35
46
85%
78%
28.8%
46
Hawaii
28,445
36,598
22
25
101%
93%
28.7%
47
New Mexico
23,958
30,309
28
47
85%
77%
26.5%
48
Arizona
27,388
34,071
23
32
98%
87%
24.4%
49
Wyoming
27,141
32,022
12
44
97%
81%
18.0%
50
Alaska
41,190
48,275
1
5
147%
123%
17.2%
51
U.S. Average
$28,071
$39,347
100%
100%
40.2%
Guam
$27,713
$27,827
99%
71%
0.4%
Puerto Rico
$11,700
$24,000
42%
61%
105.1%
Virgin Islands
$18,682
$33,311
67%
85%
78.3%
Source: American Federation of Teachers, annual survey of state departments of education.
Survey and Analysis of Teacher Salary Trends 1998
American Federation of Teachers/#
TABLE III-1
ACTUAL AVERAGE BEGINNING BA TEACHER SALARIES, 1996-97 AND 1997-98
Beginning
Beginning
Average
To Average
Beginning
Increase In:
Salary
Salary
Salary
Salary
Beginning
Average
State
1997-98
1997-98
Ratio
1996-97
Salary
Salary
1 Alaska
33,162
48,275
68.7%
32,502
2.0%
0.0%
2 New York
30,204 C
48,712 C
62.0%
28,749
5.1%
-0.2%
3 Pennsylvania
29,581
47,542
62.2%
29,426
0.5%
2.3%
4 Connecticut
29,506
51,727
57.0%
29,154
1.2%
0.5%
5 Nevada
28,641
40,572
e
70.6%
28,538
0.4%
3.2%
6 New Jersey
28,319
50,284
56.3%
28,039
1.0%
2.1%
7 Illinois
28,183
e
43,707
e
64.5%
27,210
6
3.6%
3.5%
9 California
27,852
44,585
62.5%
26,684
4.4%
1.7%
8 Alabama
$27,388
$32,799
83.5%
$27,107
1.0%
3.7%
10 Massachusetts
27,238
b
44,285
b
61.5%
26,445
b
3.0%
2.5%
11 D.C.
27,234 b
44,746
b
60.9%
25,937
b
5.0%
0.0%
12 Michigan
27,064 b
48,361 b
56.0%
26,404 b
2.5%
2.0%
13 Maryland
27,010 f
41,404 f
65.2%
26,548 f
1.7%
0.2%
14 Hawail
26,744
36,598 b
73.1%
25,965
3.0%
2.9%
15 Georgia
26,706
b
37,412
71.4%
25,434
b
5.0%
5.3%
16 Rhode Island
26,300 b
44,506
b
59.1%
25,450
b
3.3%
3.0%
17 Minnesota
26,266 b
39,104 b
67.2%
25,600 b
2.6%
3.0%
18 Oregon
26,098 e
42,301
e
61.7%
25,373
e
2.9%
3.5%
19 Delaware
25,493
42,439
60.1%
24,349
4.7%
2.2%
20 Virginia
25,272
f
37,024
f
68.3%
24,774
1
2.0%
3.8%
21 Florida
25,266
34,473
73.3%
24,736
2.1%
1.7%
22 Vermont
25,183 b
36,299
69.4%
24,934
b
1.0%
1.5%
23 Arizona
24,917 b
34,071
b
73.1%
24,286
2.6%
1.1%
24 Colorado
24,867
37,240
66.8%
24,199
2.8%
2.6%
25 Texas
24,736
33,537
73.8%
24,079
2.7%
3.3%
26 Indiana
24,716
39,752
62.2%
24,268
1.9%
2.8%
27 Missouri
24,125 a,f
34,001 a.f
71.0%
23,400 a.f
3.1%
2.5%
28 Wisconsin
24,077
f
38,179 f
63.1%
23,619 f
1.9%
2.5%
29 New Hampshir
23,927 b
36,663
65.3%
23,690 b
1.0%
0.7%
30 Washington
23,860
38,755 a
61.6%
23,933
-0.3%
0.0%
31 Oklahoma
23,676
30,940
76.5%
23,842
-0.7%
3.5%
32 Kentucky
23,536
f
34,453 f
68.3%
23,015 f
2.3%
2.6%
33 South Carolina
23,427
33,608
69.7%
22,794
2.8%
3.3%
34 New Mexico
23,297 b
30,309
b
76.9%
22,840
2.0%
1.5%
35 Louisiana
22,843
30,090
75.9%
20,615
10.8%
5.8%
36 Ohio
22,535
39,099
57.6%
22,146
1.8%
2.3%
37 West Virginia
22,529 f
33,396
f
67.5%
22,278
f
1.1%
3.4%
38 lowa
22,475
34,084
65.9%
21,884
2.7%
2.8%
39 Kansas
22,445
d
33,800 d
66.4%
21,909 d
2.4%
2.2%
40 Utah
22,241
32,981
a
67.4%
21,475
3.6%
2.4%
41 Wyoming
22,230 b
32,022
69.4%
22,010 b
1.0%
0.5%
42 North Carolina
22,150
33,123
66.9%
21,330
3.8%
2.5%
43 Tennessee
22,140 f
34,584
f
64.0%
21,705
f
2.0%
3.4%
44 Nebraska
21,949
32,668
67.2%
21,189
3.6%
0.9%
45 Maine
21,554
34,349
62.8%
20,972
2.8%
2.5%
46 Montana
21,045 b
30,617
68.7%
20,592 b
2.2%
2.0%
47 Arkansas
21,000
32,119 a,f
65.4%
21,000
0.0%
3.4%
48 Mississippi
20,630
28,691
71.9%
20,150
2.4%
-0.1%
49 South Dakota
20,340
27,839
73.1%
19,412
4.8%
2.8%
50 Idaho
20,248 b
32,834
61.7%
20,006
1.2%
3.0%
51 North Dakota
19,146
28,231
67.8%
18,889
1.4%
2.8%
U.S. Average
$25,735
$39,347
65.4%
$25,015
2.9%
2.4%
Guam
$26,197
$33,854
77.4%
$26,197
0.0%
0.0%
Puerto Rico
$18,000
$24,000
75.0%
$18,000
0.0%
0.0%
Virgin Islands
$21,913
$33,216
66.0%
$20,226
8.3%
0.0%
a=estimate or preliminary; b=AFTestimate; c=median; d=estimated to exclude fringe benefits (at 8%); e=includes
employer pick-up of employee pension contribution, where applicable; f=includes extra duty pay.
Survey and Analysis of Teacher Salary Trends 1998
American Federation of Teachers/#
Figure II-8
Average Teacher Salary in 1998 Falls Short
of Earnings in Other Professions
Full Professor
$75,154
Attorney
$71,530
Engineer
$64,489
Programmer/Analyst
$63,072
Buyer
$54,625
Accountant
$45,919
Assistant Professor
$40,762
Teacher
$39,347
Survey and Analysis of Teacher Salary Trends 1998
American Federation of Teachers/#
Figure III-6
New Teacher Salaries Lag Behind Beginning
Salaries in Other Occupations
Engineering
$42,682
Computer Science
$40,920
Math/Statistics
$40,523
Economics/Finance
$36,658
Chemistry
$36,036
Business Admin.
$34,831
Liberal Arts
$33,600
Sales/Marketing
$33,252
Teaching
$25,735
Survey and Analysis of Teacher Salary Trends 1998
American Federation of Teachers/#