Addressing A Controversial Element of the No Child Left Behind Act of 2001

1. Addressing A Controversial Element of the No Child Left Behind Act of 2001 Highly Qualified Teachers Presented by: David Edgerson, Assistant Principal Schultz Middle School, Waller ISD

2. Problem Statement • There is strong evidence that suggests that the provisions for Highly Qualified Teachers in K-12 schools under the No Child Left Behind Act of 2001 may not live up to its true intent, as perceived by both educators and the public at large.

3. No Child Left BehindAct of 2001 • Teachers hired after 2002-2003 must be highly qualified. • By the end of 2005-2006, all teachers must be highly qualified in all core subjects they teach.

4. What is a Highly Qualified Teacher? • One who owns a bachelor’s degree. • One who has full state licensure or certification. • One who demonstrates competence in each subject taught • One whose certification or licensure is not waived on an emergency, temporary, or provisional basis.

5. NCLB and HQT NCLB has provisions for teacher professional development. • Increased knowledge • Improve management skills • Effective use of technology • Teaching special needs students • Assessment results disaggregation • Improves parent involvement

6. High Objective State Standard of Evaluation (HOUSSE) • Point System • Professional Development • Performance Evaluation • Portfolio • Student Achievement Data

7. National Commission on Teaching for America’s Future (NCTAF) • Thorough knowledge of subjects • Knows how students learn • Can assess and increase student learning • Manages classrooms effectively • Cares about the whole student • Uses technology effectively • Collaborates with all • Is an active and reflective learner

8. Hypotheses • Ho1 There is no statistically significant difference between the success rate of teachers who meet the provisions of Highly Qualified Teachers under No Child Left Behind and those who do not, as measured by teacher evaluation instruments. • Ho2 There is no statistically significant difference between the success rate of students who are taught by teachers who meet the provisions of Highly Qualified Teachers under No Child Left Behind and those students who are not, as measured by state standardized assessments.

9. Hypotheses • Ho3 There is no statistically significant correlation between the effects of the No Child Left Behind’s provision of Highly Qualified Teachers and the achievement of diverse learners, as identified by sub-populations on state reporting instruments. • Ho4 There is no statistical correlation between teachers who meet the No Child Left Behind provision of Highly Qualified Teachers and the number of years they remain in the field of education.

10. Rationale • According to No Child Left Behind, teachers hired after 2002-2003 must meet the criteria to be considered highly qualified. • By the end of the 2005-2006 school year all teachers must be highly qualified in all core subjects they teach.

11. Population and Sample • A cluster sampling that can represent the entire group of K-12 teachers and administrators in urban settings. • A stratified sampling of the same, due to the expectation of variability between groups within rural settings

12. Questions to Consider • HQTs and paraprofessionals? • HQTs and substitutes? • HQTs and bilingual education teachers? • HQTs and art education? • HQTs and out out-of-state teachers?