ESEA Title II, Part A -- Improving Teacher Quality Program

Performance Measurement Reporting for 2003-04
I.
The proportion of core classes taught by highly qualified teachers
The results for the Title IIA GPRA indictors are as follows:
Indicator
Proportion of core classes taught by highly qualified teachers in high Poverty schools
Proportion of core classes taught by highly qualified teachers in low Poverty schools
Proportion of core classes taught by highly qualified teachers in elementary schools
Proportion of core classes taught by highly qualified teachers in secondary schools

2002-03
74%
NA
85%
80%

2003-04
81%
89%
89%
84%

Across all categories, 86% of core academic classes were taught by highly qualified teachers in 2003-04. The
target for all the categories above is 100% by the end of 2006
State comparison between 2002-03 and 2003-04 data
Thirty-six states reported data for 2002-03 and 2003-04, 11 states reported for 2003-04 only (total reporting for
2003-04 to 47) and 5 states reported for 2002-03 only (Total reporting for 2002-03 to 41). Of the 36 states
reported two years of data, 15 used the same reporting methods both years.
Across the 14 states with comparable data methods, in 2003-04, 9 reported increases in the percentage of
classes taught by highly qualified teachers and 3 reported decreases, 2 stayed the same
Table 1: States with two-year, comparable data
Total
classes
Alabama
Florida
Georgia
Iowa
Kansas
Kentucky
Missouri
Nebraska
North Dakota
South Dakota
Texas
Virginia
West Virginia
Wisconsin
Total group

HQT
Classes

141,286
49,874
574,476 523,348
430,521 404,690
36,628
34,723
38,101
30,481
149,140 141,683
254,657 241,160
51,233
46,110
35,102
31,978
14,947
12,810
785,585 595,473
182,478 145,982
58,999
55,459
51,963
51,236
2,805,116 2,365,006

Percent
35
91
94
95
80
95
95
90
91
86
76
80
94
99
84

State
Alabama
Florida
Georgia
Iowa
Kansas
Kentucky
Missouri
Nebraska
North Dakota
South Dakota
Texas
Virginia
West Virginia
Wisconsin
Total group

Total
classes

HQT
Classes

141,286 108,309
574,476 511,055
430,521 418,585
36,628
34,721
38,101
35,990
149,140 141,113
254,657 243,355
51,233
46,726
35,102
27,096
14,947
13,856
785,585 725,166
182,478 172,357
58,999
56,661
51,963
50,923
2,805,116 2,585,913

Percent
77
89
97
95
95
95
96
91
77
93
92
95
96
98
92

Across the 17 States with non-comparable data, 12 reported increases in the percentage of classes taught by
highly qualified teachers, 3 reported decreases and 2 no change.

1

Table 2: States with two-year, non-comparable data
California
630,647 302,711 48
Colorado
217,842 186,582 86
Hawaii
22,168
19,217 87
Idaho
48,043
47,145 98
Indiana
220,002 211,642 96
Maryland
164,737 106,255 65
Massachusetts
59,662
57,276 96
Mississippi
88,987
75,639 85
Nevada
89,513
44,757 50
New
Hampshire
33,510
28,819 86
North Carolina
271,632 225,455 83
Ohio
520,931 427,163 82
Oklahoma
107,780
68,979 64
Oregon
64,828
53,029 82
Rhode Island
8,817
5,555 63
Utah
128,203
31,948 25
Washington
138,484 114,942 83
Total Group
2,815,786 2,007,112 71

California
Colorado
Hawaii
Idaho
Indiana
Maryland
Massachusetts
Mississippi
Nevada
New Hampshire
North Carolina
Ohio
Oklahoma
Oregon
Rhode Island
Utah
Washington
Total group

630,647
217,842
22,168
48,043
220,002
164,737
59,662
88,987
89,513

327,267
198,975
16,240
46,793
211,389
110,060
56,023
87,474
57,388

52
91
73
97
96
67
94
93
64

33,510
24,484
271,632 229,665
520,931 484,020
107,780 105,664
64,828
56,488
8,817
6,701
128,203
88,336
138,484 137,040
2,815,786 2,244,007

73
85
93
98
87
76
69
99
80

Across all 36 States with data for both years, 24 reported increases in the percentage of classes taught by highly
qualified teachers, 11 decreases, and 1 no change
The 11 States that did not report baseline data indicated that they did not have final HQT/HOUSSE1 in place
and/or their data collection systems were not set up in time to collect the 2002-03 data.
Table 3: States with data for 2003-04 only
Arizona
Illinois
Louisiana
Maine
Minnesota
Montana
New Jersey
New Mexico
New York
South
Carolina
Tennessee
Total group

----------

----------

Arizona
Illinois
Louisiana
Maine
Minnesota
Montana
New Jersey
New Mexico
New York

103,430
144,702
53,556
47,858
77,258
22,725
301,458
60,434
441,955

99,432
142,102
48,437
43,173
76,308
22,458
284,402
40,587
408,589

96
98
90
90
99
99
94
67
92

---

---

South Carolina
240,139 179,833
Tennessee
158,659
92,221
Total group
1,652,174 1,437,542
Total 2003-04 (group 1, 2,3) 7,273,076 6,267,462

75
58
87
86

Table 4: States with numerator and/or denominator information missing
1

"High objective uniform state standard of evaluation" (HOUSSE) is a key component to the highly qualified teacher definition.
Essentially, it can be used to assess an existing teacher's subject-matter competency as an alternative to an examination, major, major
equivalency, graduate degree or advanced certification in the core content area taught.

2

Delaware
Michigan
Pennsylvania
Connecticut
Wyoming

II.

-- 85
-- 95
95
-- 96
-- 95

Delaware
Michigan
Pennsylvania
Connecticut
Wyoming

-----

4,217
-115,612
---

73
92
97
99
99

The percent of teachers receiving high quality professional development

Twenty-five States reported data for 2002-03 and 2003-04, 15 States reported data for 2003-04 only, 10 States
reported Data for 2002-03 only, and 3 states reported no data for either year.
For States with both years of data, 20 reported increases, 3 decreases, and 2 no change.
Table 4: Number and percentage of teachers receiving high-quality professional development
# Receiving HQ PD

% Receiving HQ PD

Total
Teachers
2002-03 a/

2002-03

2003-04

2002-03

2003-04

47,104
307,672
42,296
5,005
10,973
13,896
59,968
34,573
50,062
55,382
66,717
20,037
14,977
107,004
8,078
27,126
118,256
58,652
288,655
22,415
8,542
99,919
52,953
60,385
6,795
1,587,442

38,955
76,918
42,296
3,003
1,865
13,090
59,368
26,760
26,533
18,276
40,431
7,213
11,233
104,864
969
21,484
101,700
28,798
261,233
4,035
8,542
84,931
24,358
60,385
5,368
1,072,608

41,979
236,907
42,296
3,504
5,048
13,576
59,968
33,467
43,053
23,814
53,374
12,223
12,763
97,374
3,804
11,122
107,613
40,235
263,369
15,018
8,542
99,220
37,967
54,836
5,619
1,326,690

83%
25%
100%
60%
17%
94%
99%
77%
53%
33%
61%
36%
75%
98%
12%
79%
86%
49%
91%
18%
100%
85%
46%
100%
79%
68%

89%
77%
100%
70%
46%
98%
100%
97%
86%
43%
80%
61%
85%
91%
47%
41%
91%
69%
91%
67%
100%
99%
72%
91%
83%
84%

47,101
138,226

---

40,507
120,533

Both years
Alabama
California
Connecticut
District of Columbia
Hawaii
Idaho
Indiana
Iowa
Louisiana
Maryland
Missouri
Nevada
New Hampshire
New Jersey
North Dakota
Oregon
Pennsylvania
Tennessee
Texas
Utah
Vermont
Virginia
Washington
Wisconsin
Wyoming
Total
2003-04 only
Arizona
Florida

86%
87%

3

Kentucky
Maine
Massachusetts
Michigan
Minnesota
Mississippi
Montana
New Mexico
New York
North Carolina
Ohio
Oklahoma
West Virginia
Total

40,662
16,837
74,214
89,595
52,808
31,588
10,362
21,172
210,926
87,677
125,372
40,638
20,119
1,007,297

Total Groups 1 and 2

2,594,739

2002-03 only
Alaska
Arkansas
Colorado
Delaware
Georgia
Kansas
Nebraska
Puerto Rico
Rhode Island
South Dakota
Total
Total Groups 1, 2 and 3

no data either year
Bureau of Indian Affairs
Illinois
South Carolina

---------------

34,335
16,164
51,631
68,988
48,055
31,272
10,362
16,472
181,396
72,772
122,865
40,069
18,449
873,870

2,200,560

84%
96%
70%
77%
91%
99%
100%
78%
86%
83%
98%
99%
92%
87%

68%

8,080
30,330
45,401
7,698
96,044
32,643
21,043
42,369
11,196
9,257
304,061

8,080
30,330
27,390
5,774
66,270
16,322
10,942
8,474
7,277
2,037
182,896

100%
100%
60%
75%
69%
50%
52%
20%
65%
22%
60%

1,891,503

1,255,504

66%

-131,045
46,578

----

85%

85%

a/Preliminary. National Center for Education Statistics, Common Core of Data
A note on data quality - States had difficulty reporting on the professional development question in their
Comprehensive State Performance Reports. Many found the question vague and their systems were often not
set up to capture these data. The Title IIA program will collect this data in the future using a survey designed to
avoid problems with definitions.

4