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State Department of Education Higher Education Partners Districts Supporting Equity and Making High Needs Schools Competitive for Talent Meeting #3

Outcomes for the Day By the end of the meeting we will have:Identified what our equity challenges areAgreed to our definition of high needs districts/schools Reviewed pertinent research Identified actions to make our high needs schools competitive for talent Determined how we can influence key stakeholders to support our equity work

Our Norms for Working Together Put students first as we think about the workBe fully present (different with technology)Tell your truth Leave your title at the door and think enterprise-wide Help us to figure out how to solve -- and not just identify -- the problems that we face (addressing and influencing) Keep the conversation confidential Use the “Red Flag” rule if you need to Give yourself the freedom to relax and be a learner

Updates and News

What is Equity through an HC Lens? USHCA DefinitionEquity in HC means ensuring equally high outcomes for all students by ensuring highly effective teachers and leaders, especially in our high needs schools. Our Perspective 5 In Real Terms Students & schools that are *underperforming* have an equal or greater proportion of teachers and leaders that are effective+ and beyond their first year * We use underperforming to focus equity on student results. Underperforming may correlate with income, race, and other factors, but it is not synonymous.

What is Equity? 6 Image Source: Interaction Institute for Social Change | Artist: Angus Maguire Your Perspectives What does equity for students mean to you?

Setting the Stage for EquityWhat is our role?State Educator PreparationDistrict 7

Your A-ha’sLarge Group Discussion8 How would you influence others around the importance of this work?

Added “Edges” to High Needs Districts/Schools Our Focus: HR’s Role in Equity Base Support to All Schools + Prioritize High Needs Schools 9 Making High Needs Districts/Schools Competitive for Talent + GET THE BEST Consistently DEPLOY Deliberately RETAIN & DEVELOP Strategically DELIVER SERVICES Effectively All Schools

Over 30+ years achievement increased, but racial achievement gaps barely narrowed 10 National NAEP grade 4 reading scores, by race 238 238 232 208 206 Equity: Student Achievement

School-Level Inequities Coursework: Students of color, ELLs, and students with disabilities are less likely to have access to a full range of courses in math and science, including AP coursesDiscipline: In K-12, black students are 3.8 times as likely to be suspended as white students Funding: Nationally, we spend $1,000 less per student on districts serving the most students in poverty Differences in Opportunities & Access 11

Gaps in EquityLife Outcomes: Students assigned to effective teachers in a single year were more likely to attend college, earn higher salaries, and less likely to have children as teenagersUpward Mobility : Chances at upward mobility vary widely across race – 11% for white children compared to 2.5% of black childrenLife Outcomes 12

Multiple Lenses for Examining Equity 13 Equity Academics & Curriculum Funding Human Capital Student Services Instructional Time Family Engagement

Bottom Line: Research Summary More Work to Do to Ensure Equity in HC 14 *Goldhaber, Theobald, & Lavery, 2015 Low-income, minority, and lower-achieving students end up with the least effective teachers: Lower value added Less experience Higher teacher absenteeism Later hires Higher turnover rates

Diversity as a Key HC Equity Strategy Diversity is Part of the How 15 Equity in Human Capital Equity in Human Capital Ensuring a diverse teacher & leader workforce is a key component of your equity strategy

Building Common Language Multiple ways to define equity – important to clarify language we use Framework that we used as a team to look at this work 16 EQUITY Taking a Closer Look at Equity

17 Our Definition of High Needs Districts/ Schools Free and reduced meal status Students of color English language learners Special education students Lower attendance rates Lower grad / college-ready rates School & Student Data Human Capital Data Staff turnover and mobility Unfilled vacancies Absenteeism rates % 1 st year teachersPrincipal experienceEffectiveness ratings / VAMSubstitute teacher fill rates Schools Where STUDENTS are UNDERPERFORMING and may also include :

What are Our Equity ChallengesBreak up into teams with representation from each partner. Chart issuesThink about what the data tells us. Are we disaggregating our data effectivelyPrioritize areas What actions can we take

Role in Equity Round TableWhat is our role in making high needs districts/schools competitive for talent Data: What is identified HC data needed to understand the strengths and gaps of high needs schoolsPolicies, Practices, & Services: What are the changes to policies, practices, and services to make high needs schools competitive for talent Engagement: How do we engage key stakeholders in efforts to make high needs schools competitive for talent Key Messages 19

Making High Needs Schools More Attractive Types of Competitive Advantages Available 20 Leadership – Strong leaders attract and retain talent. Strong leaders are also less likely to tolerate ineffective teaching. Working conditions – Positive working conditions increase the likelihood that teachers will be attracted to the school and stay. Conditions, such as, workload, school safety and quality of school leaders and colleagues are significant. Ability to have opportunities for upward mobility – High performing teachers want to have the opportunity for leadership. Compensation – Most teacher compensation systems do not take into account incentives for taking on additional and challenging work. Effective Human Capital Practices – Differentiated support to high needs schools and districts can be a major lever to making high needs schools attractive. Traditional placement processes that are based on seniority only acerbates the problem. Productivity of Peer Teachers – High performing teachers tend to move to schools where the average teacher is high performing. Poor performers tend to go to schools where teachers are lower performing. 

Working Together 21 Make High Needs Districts/Schools Competitive for Talent – “Edges” Data Key Stakeholders Higher Education Districts State

Next Steps and Agreements