Measuring Progress

Although the Center on Great Teachers and Leaders does not necessarily endorse the point of view expressed in this presentation (by The Education Trust) and the conclusions drawn from the data, it is a good example of advocacy for equity work using data. 

As discussed in the 2009 biennial  report of the National Comprehensive Center for Teacher Quality, the Tennessee Department of Education collected and analyzed data on teacher patterns and identified disparities in the state’s high-poverty and high-minority schools in 2006. See Chapter 3 in the report for additional information.

In collaboration with the Delaware Department of Education and the Mid-Atlantic Comprehensive Center, the National Comprehensive Center for Teacher Quality (TQ Center) developed interview protocols to study access to great teachers in the state. State education agencies and districts can modify these protocols to conduct similar needs assessment work. See Chapter 3 in the report for additional information.

Access to important educational resources in California’s middle and high schools is not equal among schools that serve different student populations. Overall, the most disadvantaged populations of middle and high school students are likely to have the least access to the resources necessary for learning.