Puerto Rico Department of Education

Revised Plan to meet the Highly Qualified Teacher (HQT) Goal in 2006-07 and beyond
Submitted July 7, 2006

Background At the request of the U.S. Department of Education (USDE), the Puerto Rico Department of Education (PRDE) submits the revised plan regarding meeting the Highly Qualified Teacher (HQT) requirements. PRDE is a unitary system, operating as both a state educational agency (SEA) and a local educational agency (LEA). On an administrative level, PRDE’s unitary system is divided into 10 regions and 84 administrative “districts.” Neither the districts nor the regions constitute LEAs. As USDE is aware, PRDE has faced great challenges with regard to determining its compliance with HQT requirements due to the lack of a Student Information System (SIS). PRDE is in the process of implementing an SIS, and expects the SIS to be operational, and to begin entering data into the system in August 2006. Requirements 1-5 of the USDE document “Reviewing Revised State Plans” is addressed on pages 1-18. Requirement 6 has unique considerations in Puerto Rico because of the extremely high poverty level island-wide; resulting in virtually all PRDE schools being designated as schoolwide program schools. Therefore, there is very little difference in poverty levels between most PRDE schools. Due to data challenges, PRDE cannot at this time perform a formal analysis between the status of teachers in schools based on poverty or minority status; but it can assure that there are virtually no “low-poverty” schools in the PRDE system. PRDE will perform this analysis once it has the necessary schoollevel data. Revised Plan PRDE currently has 36,889 teachers in core academic subjects as defined by NCLB that must comply with the Highly Qualified Teachers (HQT) requirement. The definition for HQT adopted in PRDE is consistent with the No Child Left Behind requirements and ensures that all teachers new to the profession meet all the required qualifications. In addition, Puerto Rico’s

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rigorous certification requirements, adopted in 1992, also meet the HQT requirements. Since 1992, passage of a rigorous, subject matter based teacher certification test (known in Puerto Rico as PCMAS) is required to obtain a regular teacher certification in Puerto Rico. Different disciplines within the PCMAS are required for elementary or secondary school teachers; USDE has accepted that it complies with the third HQT definition requirement (see table). PRDE knows that all teachers hired after 1992, who are teaching in the subject for which they are certified, do meet the highly qualified requirements because of the recruitment and certification standards that PRDE has had in place since 1992. These post-1992 certification requirements meet all the required qualifications to be HQT, including bachelor’s degree, coursework, successful passage of the PCMAS pertinent to the subject and grade level in which the teacher teachers, and grade point average. It is possible that there may have been teachers hired subsequent to 1992 that moved from teaching in their area of certification to another area on a provisional status; PRDE understands that these teachers would not meet the HQT requirements. The following table describes why PRDE’s post-1992 teacher requirements also are consistent with HQT requirements. PRDE’s teacher requirements Elementary school Secondary school teachers teachers hired hired after hired before Hired after before 1992 1992 1992 1992
Required Required Required for many years prior to 1992 Required* Required Required

Three-pronged HQT requirements

Required for At least bachelor’s many years prior degree (BA) to 1992 Full state (regular) certification in the Required* subject taught

NONE (Options now are: Required by NONE ▪ Teacher approval of teacher certification test, Required by Subject matter certification test approval of teacher competency in each (Options now are: ▪ HOUSSE, ▪21 (includes reading, certification test ▪ Teacher of the academic undergraduate or (includes all core writing, subjects in which certification test mathematics and ▪18 graduate academic subject the teacher teaches or credits, Masters requirements) elementary ▪ HOUSSE) or Doctorate in curriculum) the subject matter)

* Regular certification requirement was waived temporarily in 2000, as will be
explained later when describing “alternate certification”.

Veteran teachers, hired before 1992, have several options to comply with the third prong of HQT requirements as summarized in the table. Evidently, there

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are more options available for secondary school teachers. Among the 36,889 core subject teachers in PRDE 18,556 are elementary school teachers (9,075 in K-3 grades and 9,481 in 4-6 grades) and 18,333 are secondary school teachers or special education teachers. As a first example of the “soon to be overcome” data collection problem in our agency, PRDE’s current database can not identify the level (elementary or secondary) at which a special education teacher teaches. PRDE’s lack of an effective Student Information System (SIS) has made it very difficult to gather information on the HQT status of teachers and to assure that students are being in fact taught by teachers who are highly qualified in their field. As it will be described later, this will be resolved starting in August 2006 when we initiate the SIS implementation project to manage all academic related data from the schools and eliminate the paper intensive, expensive and unreliable data collection procedures that PRDE has had for decades. In preparation for the SIS launching date, during the school year 2005-06 PRDE has taken affirmative actions in order to complete and validate baseline data, needed to revise plans in order to comply with NCLB’s HQT requirements. Up to this point, the data available to PRDE only addresses HQT status in relation to the subject matter for which the teacher was hired; however, next semester, with the results from the SIS, classroom level data will be available to demonstrate student access to HQT teachers. For the purpose of this plan, HQT data will be presented at the local district, regional and state levels. However, all HQT data is now currently available at the school level for all 1,523 PRDE’s schools. The following chart summarizes the HQT status of the 36,889 PRDE core academic subject teachers as of June 30, 2006, classifying them in three groups.

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There are 26,281 teachers for which reliable records demonstrate that they are HQT if they are teaching in the subject in which they are certified (71% of total) (Group 1). Of the remaining 10,608 teacher, there are 3,569 (10% of total) that fail to comply with one of the first two HQT prongs (BA or regular certification) and at present are therefore non-HQT (Group 2). Finally, there remain 7,039 teachers for which the HQT status is uncertain (Group 3). Most of these are veteran teachers that either have not completed the HOUSSE procedure or sent incomplete information at the end of the 2005-06 school year. PRDE’s plan to meet the HQT goal in 2006-07 and beyond is designed around these three groups of teachers and framed within the following general objectives:

1. 2. 3. 4.

Ensure all teachers are HQT during the school year 2006-07 Guarantee “teaching in field” Assign HQT to low performing schools and districts Comply with quality reporting criteria

The following diagram summarizes how PRDE’s plan will interrelate all three groups of teachers in order to comply with the corresponding objectives. The diagram also reveals the way this planning document is written.

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Group 1: Highly Qualified Teachers at the end of 2005-06 Detailed information on the 26,281 PRDE teachers for which we have reliable data to assert that they were HQT at the end of the school year 2005-06 is presented in Appendix #1. Clearly, for this group we must only plan for the last three objectives. In particular 19,933 teachers are HQT (but not yet verified at the classroom level) because they were hired after 1992 and, as mentioned before, comply with all three HQT prongs. For this census, College Board valid teacher certification test approval data was obtained and integrated in our database. This analysis was finished by May 2006 and, with only small differences, most local districts and regions in PRDE had in average 54% of HQT in this category. As mentioned before, the HQT status for this group only refers to subjects for which the teachers were hired (it is not classroom level data). Moreover, in the last two weeks of the school year (and after a 2-weeks shutdown of the entire school system) we collected the majority of HOUSSE data from veteran teachers and it could be verified recently that 6,348 additional teachers are HQT. After proper orientation, school principals send PRDE the following reliable data on their veteran teachers: subject matter taught in the second semester, 18 graduate credits option (for secondary school) and HOUSSE results. Therefore, the HQT status of these 6,348 teachers is linked to actual classroom instruction as required by law. Information on school level for these 26,281 teachers is included in Appendix #2 and illustrated in the following graph.

Interestingly, among the total number of core subject teachers in either secondary school or special education, 87.6% (16,058) are HQT. In addition, 35 out of 84 local districts have more than 90% HQT thus far, and these are mostly in the Mayagüez, Ponce and Arecibo regions. Our database shows that only 892 of this group had to demonstrate HQT status via HOUSSE or the 18 graduate credits option, meaning that most teachers in this group are Page 6

relatively new to the profession (94.4% of the 16,058). In the case of core subject teachers in elementary schools, only 55.1% (10,223) are known to be HQT thus far. Mayagüez and Fajardo are the regions in which most schools and districts have fewer than 50% HQT in elementary schools. The most critical districts are Vieques and Culebra with 14.5% and 10.0%, respectively, of HQT in elementary level. A total of 8,165 (79.9%) of all elementary school teachers had to demonstrate HQT status via HOUSSE (most elementary school teachers in PRDE are veteran teachers). Overall, 71.2% teachers in PRDE are known to be HQT as of June 30, 2006. The following list of activities describes the HQT compliance plan for this group of teachers, as well as for any other group that eventually attains the HQT status. Objective 2: Guarantee “teaching in field” Specific Activities Deadlines Evaluation criteria

The new SIS contract should be List of relation between HQT signed in a few weeks, allowing status and courses taught in PRDE to properly and effectively the appropriate subject. identify courses taught by every The new SIS will teacher and correlate that with the start August 2006 HQT status (providing classroom level data). Policy on teaching assignment will specify HQT criteria and allow only for transitory non-HQT assignment September 2007 if all options were covered and teacher demand is verifiable. Policy letter and follow up reports from the 10 regions in which teacher recruitment occurs.

In the long run, all HQT variables (teacher’s course assignment, student characteristics, teacher preparation and continuing education and all HOUSSE indicators) will be embedded within the PR SIS. This will allow PRDE to follow up annually on classroom level data to comply with the HQT goal. With the SIS, PRDE will be able to update its HQT database in order to monitor compliance with NCLB requirements.

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Objective 3: Assign HQT to low performing schools and districts Specific Activities Deadlines Evaluation criteria
List of teachers to relocate in districts and schools with low achievement. Policy letters and follow up reports on its compliance.

Provide salary incentives for HQT to relocate to schools and districts October 2007 with low AYP results (see chart below. Revise policy letters in order to assign top priority to assignment of HQT teachers in low performing September 2007 schools.

An analysis of Appendix #1 and Appendix #3 reveal that 30 out of 84 local districts have either less than 60% of HQT or more than 12% of non-HQT as of June 30 (with 20% of teachers having uncertain HQT status). It is clearly most critical the number of schools and districts in the Fajardo region that have fewer HQT. In particular the district of Vieques has only 35.3% HQT so far (with 22.6% non-HQT) and Culebra has 31.6% HQT (with 36.8% non-HQT). These are offshore islands with very acute teacher recruitment problems.

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Objective 4: Comply with quality reporting criteria Specific Activities Deadlines Evaluation criteria
Letters for HQT or non-HQT cases.

Letters sent to all parents of Title students indicating initial HQT status of teachers, upon request September 2006 (children been taught for 4+ consecutive weeks). Complete reporting to parents in relation to teachers whose HQT December 2006 status is yet undetermined.

Letters for either HQT or non-HQT status CSPR

Dissemination of HQT status of Report cards and teachers in every school, number available to parents. January 2007 and percentage of core academic (reports) classes taught by HQT with online March 2007 (CSPR) (and print option) of school report cards and state report card.

Group 2: Non-Highly Qualified Teachers at the end of 2005-06 Detailed information on the 3,569 PRDE teachers for which we have reliable data to assert that they were not HQT at the end of the school year 2005-06 is presented in Appendix #3. For this group we must initially plan for the first general objective: make them HQT. Afterwards, we will apply the same plan to meet all other objectives that were described before for the first group of teachers (those known to be HQT). The table in Appendix #3 demonstrates that 20 out of the 84 local districts have more than 12% non-HQT (as of June 30, 2006). As illustrated in a previous map, these districts are grouped in the metropolitan and northeast areas of the island. Moreover, there is a close relationship between a high percentage of non-HQT and a large number of schools on improvement. The total population of teachers in this group is divided as illustrated in the following chart.

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The following tables describe the academic subjects for which non-HQT were hired without a BA or without proper teacher certificate. When combining both tables we can see which are the subjects in which there is urgent need to hire HQT: Elementary School (859), Special Education (532), English Secondary School (311), Arts (241), Mathematics Secondary School (235) and Science Secondary School (209).

Among the 181 teachers who are permanent without a BA there are veteran teachers hired decades ago when a BA was not required; the remaining 231 are provisional or transitory teachers that have one year contracts to teach in difficult to hire geographical areas. In the subgroups of non-HQT teachers without proper regular certification, there are 807 who are permanent. This is clearly in contradiction to local laws pertaining teachers but now we know that most of them were granted permanency illegally in 2002 after being offered and “alternate certificate” in 2000 that expired in 2005. These are not teachers in “alternate route to certification” as defined in NCLB and do not comply with the “no waivers, provisional or temporary licenses” requirement. In the past months we identified teachers who had been teaching with an expired “alternate certification” this year and either required them to demonstrate that all valid certification requirements would be met by June 2006 or else be replaced with a highly qualified teacher. Approximately 21 teachers were substituted in January 2006 and we are currently taking similar actions with more than a 100 that may not meet requirements by the end of the current school year. The teacher union filed a claim before the federal court but PRDE prevailed. Finally, the 1,335 teachers on provisional or transitory status have one year contracts to teach in difficult to hire geographical areas. As of June 30, 2006 a total of 1,015 veteran teachers could not reach the minimum number of points in PRDE’s HOUSSE procedure and, although they have a BA and regular certificate they are non-HQT. More of these will be added to this group as soon as we complete the HOUSSE analysis for all veteran teachers next semester. Overall, 9.7% teachers in PRDE are known to

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be non-HQT as of June 30, 2006. The following list of activities describes the HQT compliance plan for this group of teachers in order to move them to the HQT group (once there we apply the plan for that group). Objective 1: Make all teachers HQT during the school year 2006-07 Specific Activities Offer two options to permanent teachers without a BA: incentivated retirement or paid tuition for credit courses towards a BA (fast-track BA options will be negotiated with several local universities once we have assessed the academic credentials of this group). For teachers with expired “alternate certificates” who teach core subjects and do not have any other valid certificate, PRDE will replace them with HQT or else require completion of certificate before May 2007. Provisional or transitory teachers (without BA or certificate) will be substituted by veteran or new to the profession HQT, for the next semester. If any of these teachers must remain as transitory (because of recruitment need and no HQT is available) a written commitment and a mandatory study plan for certification and/or HQT status will be required from the teacher as a condition for employment. The Human Resources Office at PRDE has specific instructions to hire only HQT new to the profession in all subject areas covered by NCLB. New recruitment policy letters will be in place to ensure compliance with NCLB requirements. Deadlines Evaluation criteria Number of veteran teachers who retire. A 100% of the remaining initiate fast track studies before December 2006.

May 2007

July 2007

Replace a number of these teachers unless no better recruitment options are available. Those not replaced will be followed up for progress on certification requirements. List of transitory teachers indicating written commitment. Report on non-HQT transitory teachers substituted at the beginning of 2006-07.

August 2006

August 2006

Policy memos for recruitment. Orientation materials for teachers who apply for a teaching position in PRDE.

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Title I and Title II funds for PD Specific PD data obtained will be assigned for the fiscal from NON-HQT teachers year 06-07 to guarantee through HOUSSE. specific needs of veteran September 2006 teachers who are not yet competent in the subject they teach (as revealed by the HOUSSE analysis). It must be mentioned that since 2003, PRDE has approved more than a dozen new teacher certification programs annually, in collaboration with institutions of higher education, to address the needs of teachers who were identified as not highly qualified in preliminary screenings. Approximately 2,000 in-service teachers benefited from this program during the school year 2005-06. The new PRDE’s database will include the reasons for which teachers are classified as non-HQT in order to plan for proper actions. Group 3: Teachers with unknown HQT status at the end of 2005-06 PRDE has cleaned and validated its teacher quality database from January to May 2006 in order to gather all information related to the HQT status of teachers while receiving valid data in a more efficient manner. The Puerto Rico HOUSSE definitions and procedures were completed at the end of 2005 and have been available in all schools, either online or in print format. PRDE held press conferences and oriented all school principals on the HOUSSE procedures in order to clarify initial confusion between this procedure and the certification requirements (HOUSSE will allow veteran teachers in Puerto Rico to comply with the “demonstrate competence” prong of the HQT definition). By mid May (after a two-week governmental shutdown of all public schools) all schools had the following: • A detailed list of all teachers in that school that still needed to evidenced their HQT status, either by HOUSSE or through the graduate credits option for secondary level teachers. • A form to fill out for each of these teachers in order to report PRDE the updated number of HQT in the school. This was due by the end of May. By June 2006 we now have the following results from the analysis of this group of 14,402 teachers (39% of total teachers in core subjects).

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The HQT and non-HQT groups were analyzed before in this document. The group of still unkownunknown HQT status is divided as follows: Teacher records send in late May are incomplete, need corrections or evidence. Teachers who sent HOUSSE rubrics but without a report from school principal makes impossible to verify if HQT status is in subject matter taught. Teachers who did not send documents at the end of May. TOTAL 2,219

1,113 3,707 7,039

For the first two subgroups, PRDE already has detailed analysis of records in order to ask for appropriate information or corrections as soon as the next semester starts. Our database has detailed school reports for these groups of teachers. The remaining 3,707 teachers will be oriented again during the first two weeks of August in order to receive proper documentation by early September. It will be made clear that teachers who do not meet the deadline will be automatically classified as non-HQT and reported accordingly.

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Appendix #1 : Valid data on HQT* by criteria, local district and region (as of June 30, 2006) Local district ARECIBO BARCELONETA CAMUY FLORIDA HATILLO ISABELA LARES MANATI QUEBRADILLAS UTUADO TOTAL ARECIBO BAYAMÓN I BAYAMÓN II CATAÑO DORADO GUAYNABO NARANJITO TOA ALTA TOA BAJA VEGA ALTA TOTAL BAYAMÓN AGUAS BUENAS AIBONITO CAGUAS I CAGUAS II CAYEY CIDRA COMERÍO GUAYAMA SALINAS TOTAL CAGUAS CANÓVANAS CEIBA CULEBRA FAJARDO LOIZA LUQUILLO NAGUABO RÍO GRANDE VIEQUES TOTAL FAJARDO ARROYO GURABO HUMACAO JUNCOS LAS PIEDRAS MAUNABO PATILLAS SAN LORENZO Total # of # HQT (all criteria teachers in core except HOUSSE) subjects 1,019 569 268 148 398 212 171 102 409 227 459 250 421 214 466 250 336 181 469 263 4,416 2,416 908 469 863 491 303 166 339 195 597 301 430 236 472 252 675 372 399 207 4,986 2,689 346 194 384 213 642 350 722 358 584 309 525 293 319 178 433 222 410 210 4,365 2,327 459 229 145 74 19 6 406 208 303 133 223 118 281 133 461 209 133 47 2,430 1,157 237 130 294 155 658 370 331 163 333 180 153 80 266 141 401 213 # of HQT by HOUSSE 211 30 108 18 88 122 86 78 40 109 890 210 154 34 83 105 99 119 127 90 1,021 52 72 106 137 55 87 30 96 92 727 10 12 0 59 47 2 36 17 0 183 70 41 139 85 114 35 3 101 TOTAL HQT 780 178 320 120 315 372 300 328 221 372 3,306 679 645 200 278 406 335 371 499 297 3,710 246 285 456 495 364 380 208 318 302 3,054 239 86 6 267 180 120 169 226 47 1,340 200 196 509 248 294 115 144 314 % HQT 76.5% 66.4% 80.4% 70.2% 77.0% 81.0% 71.3% 70.4% 65.8% 79.3% 74.9% 74.8% 74.7% 66.0% 82.0% 68.0% 77.9% 78.6% 73.9% 74.4% 74.4% 71.1% 74.2% 71.0% 68.6% 62.3% 72.4% 65.2% 73.4% 73.7% 70.0% 52.1% 59.3% 31.6% 65.8% 59.4% 53.8% 60.1% 49.0% 35.3% 55.1% 84.4% 66.7% 77.4% 74.9% 88.3% 75.2% 54.1% 78.3%

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YABUCOA TOTAL HUMACAO AGUADA AGUADILLA AÑASCO HORMIGUEROS LAS MARÍAS MAYAGÜEZ MOCA RINCÓN SAN SEBASTIÁN TOTAL MAYAGÜEZ BARRANQUITAS CIALES COROZAL MOROVIS OROCOVIS VEGA BAJA TOTAL MOROVIS ADJUNTA COAMO JAYUYA JUANA DÍAZ PEÑUELAS PONCE I PONCE II SANTA ISABEL VILLALBA TOTAL PONCE CAROLINA I CAROLINA II SAN JUAN I SAN JUAN II SAN JUAN III TRUJILLO ALTO TOTAL SAN JUAN CABO ROJO GUÁNICA GUAYANILLA LAJAS MARICAO SABANA GRANDE SAN GERMÁN YAUCO TOTAL SAN GERMÁN PRDE's Total

490 3,163 511 529 274 154 156 730 404 151 523 3,432 430 265 457 390 370 640 2,552 242 491 276 551 322 821 1,099 264 391 4,457 527 632 864 1,174 1,080 419 4,696 379 234 264 271 91 279 357 517 2,392 36,889

232 1,664 305 307 161 94 97 420 221 90 304 1,999 246 139 273 213 238 322 1,431 126 276 146 304 178 420 581 159 212 2,402 250 338 472 661 565 220 2,506 220 134 151 145 54 157 209 272 1342 19,933

148 736 48 2 0 0 15 92 22 0 7 186 98 73 107 55 100 153 586 43 135 90 137 100 217 263 61 74 1,120 73 99 89 152 177 68 658 38 1 60 16 20 0 46 60 241 6,348

380 2,400 353 309 161 94 112 512 243 90 311 2,185 344 212 380 268 338 475 2,017 169 411 236 441 278 637 844 220 286 3,522 323 437 561 813 742 288 3,164 258 135 211 161 74 157 255 332 1,583 26,281

77.6% 75.9% 69.1% 58.4% 58.8% 61.0% 71.8% 70.1% 60.1% 59.6% 59.5% 63.7% 80.0% 80.0% 83.2% 68.7% 91.4% 74.2% 79.0% 69.8% 83.7% 85.5% 80.0% 86.3% 77.6% 76.8% 83.3% 73.1% 79.0% 61.3% 69.1% 64.9% 69.3% 68.7% 68.7% 67.4% 68.1% 57.7% 79.9% 59.4% 81.3% 56.3% 71.4% 64.2% 66.2% 71.2%

* For this table, HQT refers to the subject for which the teachers were hired

Less than 60% HQT

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Appendix #2 : Valid data on HQT* by school level, local district and region (as of June 30, 2006) Local district TOTAL HQT Total HQT in % HQT from total Total HQT in %HQT from total Elementary Level in Elementary Secondary Level in Secondary Level and Special Ed. Level and Special Ed. 307 67 134 42 124 158 120 143 67 180 1,342 288 218 76 120 162 148 152 217 140 1,521 98 124 151 201 116 144 77 133 135 1,179 61 31 1 107 78 33 73 53 9 446 88 71 191 93 145 47 29 60.4% 46.9% 65.0% 51.9% 61.4% 68.7% 53.1% 55.2% 41.4% 75.3% 59.5% 64.1% 58.0% 48.4% 71.9% 53.6% 72.5% 73.1% 64.0% 71.1% 63.4% 55.4% 63.6% 50.0% 51.0% 38.7% 54.8% 47.0% 56.8% 62.8% 52.5% 26.5% 36.5% 10.0% 50.7% 45.9% 29.7% 45.1% 20.8% 14.5% 34.4% 74.6% 46.1% 60.6% 55.0% 82.4% 55.3% 21.6% 473 111 186 78 191 214 180 185 154 192 1,964 391 427 124 158 244 187 219 282 157 2,189 148 161 305 294 247 236 131 185 168 1,875 178 55 5 160 102 87 97 173 38 895 113 125 318 155 149 68 115 92.6% 88.8% 96.9% 86.7% 92.3% 93.4% 92.3% 89.4% 88.5% 83.5% 90.9% 85.2% 87.7% 84.9% 91.9% 82.7% 82.7% 83.0% 83.9% 77.7% 84.6% 87.6% 85.2% 89.7% 89.6% 87.0% 90.1% 84.5% 93.0% 86.2% 88.4% 77.7% 91.7% 55.6% 82.1% 76.7% 77.7% 81.5% 84.0% 53.5% 78.9% 95.0% 89.3% 92.7% 95.7% 94.9% 100.0% 87.1%

ARECIBO BARCELONETA CAMUY FLORIDA HATILLO ISABELA LARES MANATI QUEBRADILLAS UTUADO TOTAL ARECIBO BAYAMÓN I BAYAMÓN II CATAÑO DORADO GUAYNABO NARANJITO TOA ALTA TOA BAJA VEGA ALTA TOTAL BAYAMÓN AGUAS BUENAS AIBONITO CAGUAS I CAGUAS II CAYEY CIDRA COMERÍO GUAYAMA SALINAS TOTAL CAGUAS CANÓVANAS CEIBA CULEBRA FAJARDO LOIZA LUQUILLO NAGUABO RÍO GRANDE VIEQUES TOTAL FAJARDO ARROYO GURABO HUMACAO JUNCOS LAS PIEDRAS MAUNABO PATILLAS

780 178 320 120 315 372 300 328 221 372 3,306 679 645 200 278 406 335 371 499 297 3,710 246 285 456 495 364 380 208 318 302 3,054 239 86 6 267 180 120 169 226 47 1,340 200 196 509 248 294 115 144

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SAN LORENZO YABUCOA TOTAL HUMACAO AGUADA AGUADILLA AÑASCO HORMIGUEROS LAS MARÍAS MAYAGÜEZ MOCA RINCÓN SAN SEBASTIÁN TOTAL MAYAGÜEZ BARRANQUITAS CIALES COROZAL MOROVIS OROCOVIS VEGA BAJA TOTAL MOROVIS ADJUNTA COAMO JAYUYA JUANA DÍAZ PEÑUELAS PONCE I PONCE II SANTA ISABEL VILLALBA TOTAL PONCE CAROLINA I CAROLINA II SAN JUAN I SAN JUAN II SAN JUAN III TRUJILLO ALTO TOTAL SAN JUAN CABO ROJO GUÁNICA GUAYANILLA LAJAS MARICAO SABANA GRANDE SAN GERMÁN YAUCO TOTAL SAN GERMÁN PRDE's Total

314 380 2,400 353 309 161 94 112 512 243 90 311 2,185 344 212 380 268 338 475 2,017 169 411 236 441 278 637 844 220 286 3,522 323 437 561 813 742 288 3,164 258 135 211 161 74 157 255 332 1,583 26,281

146 180 990 110 72 29 17 44 177 54 19 74 596 145 102 176 102 167 234 926 58 191 115 191 133 266 354 116 114 1,538 121 137 201 302 288 123 1,172 86 37 84 36 35 36 91 108 513 10,223

69.5% 67.9% 60.9% 43.3% 26.2% 22.0% 23.6% 53.7% 48.4% 26.6% 26.0% 27.8% 34.6% 72.5% 76.7% 79.3% 48.6% 89.3% 66.7% 71.1% 49.2% 80.3% 78.8% 68.5% 80.6% 64.1% 64.1% 80.6% 56.2% 68.1% 44.2% 48.8% 49.8% 55.8% 55.0% 55.2% 52.2% 45.5% 29.4% 63.6% 26.5% 77.8% 25.7% 51.7% 41.9% 42.7% 55.1%

168 200 1,411 243 237 132 77 68 335 188 71 237 1,588 199 110 204 166 171 241 1,091 111 221 121 250 145 371 490 104 172 1,985 202 300 360 509 454 165 1,990 172 98 127 125 39 121 164 224 1,070 16,058

88.0% 88.9% 91.8% 94.6% 93.3% 93.0% 91.7% 94.4% 92.0% 93.5% 91.0% 92.2% 92.9% 86.5% 83.3% 86.8% 92.2% 93.4% 83.4% 87.3% 89.5% 87.4% 93.1% 91.9% 92.4% 91.4% 89.6% 86.7% 91.5% 90.4% 79.8% 85.5% 78.3% 80.4% 81.7% 84.2% 81.3% 90.5% 90.7% 96.2% 92.6% 84.8% 87.1% 90.6% 86.5% 89.9% 87.6%

* For this table, HQT refers to the subject for which the teachers were hired

Less than 60% HQT

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Appendix #3 : Valid data on non-HQT* by criteria, local district and region (as of June 30, 2006) Local district Total # of # of non-HQT (all # of non-HQT by teachers in core criteria except HOUSSE subjects HOUSSE) 1,019 268 398 171 409 459 421 466 336 469 4,416 908 863 303 339 597 430 472 675 399 4,986 346 384 642 722 584 525 319 433 410 4,365 459 145 19 406 303 223 281 461 133 2,430 237 294 658 331 333 153 266 41 17 10 14 19 14 19 23 17 41 215 80 72 29 20 62 41 47 60 48 459 27 33 46 65 31 32 27 22 36 319 49 6 7 33 48 26 23 34 30 256 11 15 26 12 10 3 22 61 26 20 1 9 32 15 32 2 4 202 12 16 3 4 17 7 4 27 5 95 3 8 11 40 6 16 11 9 5 109 7 8 0 10 2 1 1 5 0 34 4 18 19 31 3 2 9 TOTAL # of non-HQT % non-HQT

ARECIBO BARCELONETA CAMUY FLORIDA HATILLO ISABELA LARES MANATI QUEBRADILLAS UTUADO TOTAL ARECIBO BAYAMÓN I BAYAMÓN II CATAÑO DORADO GUAYNABO NARANJITO TOA ALTA TOA BAJA VEGA ALTA TOTAL BAYAMÓN AGUAS BUENAS AIBONITO CAGUAS I CAGUAS II CAYEY CIDRA COMERÍO GUAYAMA SALINAS TOTAL CAGUAS CANÓVANAS CEIBA CULEBRA FAJARDO LOIZA LUQUILLO NAGUABO RÍO GRANDE VIEQUES TOTAL FAJARDO ARROYO GURABO HUMACAO JUNCOS LAS PIEDRAS MAUNABO PATILLAS

102 43 30 15 28 46 34 55 19 45 417 92 88 32 24 79 48 51 87 53 554 30 41 57 105 37 48 38 31 41 428 56 14 7 43 50 27 24 39 30 290 15 33 45 43 13 5 31

10.0% 16.0% 7.5% 8.8% 6.8% 10.0% 8.1% 11.8% 5.7% 9.6% 9.4% 10.1% 10.2% 10.6% 7.1% 13.2% 11.2% 10.8% 12.9% 13.3% 11.1% 8.7% 10.7% 8.9% 14.5% 6.3% 9.1% 11.9% 7.2% 10.0% 9.8% 12.2% 9.7% 36.8% 10.6% 16.5% 12.1% 8.5% 8.5% 22.6% 11.9% 6.3% 11.2% 6.8% 13.0% 3.9% 3.3% 11.7%

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SAN LORENZO YABUCOA TOTAL HUMACAO AGUADA AGUADILLA AÑASCO HORMIGUEROS LAS MARÍAS MAYAGÜEZ MOCA RINCÓN SAN SEBASTIÁN TOTAL MAYAGÜEZ BARRANQUITAS CIALES COROZAL MOROVIS OROCOVIS VEGA BAJA TOTAL MOROVIS ADJUNTA COAMO JAYUYA JUANA DÍAZ PEÑUELAS PONCE I PONCE II SANTA ISABEL VILLALBA TOTAL PONCE CAROLINA I CAROLINA II SAN JUAN I SAN JUAN II SAN JUAN III TRUJILLO ALTO TOTAL SAN JUAN CABO ROJO GUÁNICA GUAYANILLA LAJAS MARICAO SABANA GRANDE SAN GERMÁN YAUCO TOTAL SAN GERMÁN PRDE's Total

401 490 3,163 511 529 274 156 154 730 404 151 523 3,432 430 265 457 390 370 640 2,552 242 491 276 551 322 821 1,099 264 391 4,457 527 632 864 1,174 1,080 419 4,696 379 234 264 271 91 279 357 517 2,392 36,889

22 20 141 11 11 9 4 6 27 6 6 11 91 30 23 38 16 18 69 194 17 32 11 23 15 42 62 14 12 228 58 52 122 140 141 49 562 15 10 6 9 6 8 10 25 89 2,554

26 27 139 7 0 0 1 6 44 1 0 0 59 11 10 13 5 0 14 53 16 4 4 8 8 45 60 6 21 172 31 8 10 12 30 12 103 3 0 17 2 0 0 4 23 49 1,015

48 47 280 18 11 9 5 12 71 7 6 11 150 41 33 51 21 18 83 247 33 36 15 31 23 87 122 20 33 400 89 60 132 152 171 61 665 18 10 23 11 6 8 14 48 138 3,569

12.0% 9.6% 8.9% 3.5% 2.1% 3.3% 3.2% 7.8% 9.7% 1.7% 4.0% 2.1% 4.4% 9.5% 12.5% 11.2% 5.4% 4.9% 13.0% 9.7% 13.6% 7.3% 5.4% 5.6% 7.1% 10.6% 11.1% 7.6% 8.4% 9.0% 16.9% 9.5% 15.3% 12.9% 15.8% 14.6% 14.2% 4.7% 4.3% 8.7% 4.1% 6.6% 2.9% 3.9% 9.3% 5.8% 9.7%

* For this table, HQT refers to the subject for which the teachers were hired

More than 12% non-HQT

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