Raise the bar – for everyone.
Higher expectations yield results.
The single most effective way to improve student performance is to ensure there is a great teacher in every classroom. Great teachers set high expectations for their students — and themselves. We need a new compensation system that rewards improvements in teaching skills and increased levels of responsibility. And we need to pay professional-level salaries that attract and keep the best teachers in our schools. Success in the classroom requires all of us — principals, teachers, parents and citizens — doing our part to support our students.
Improvements
- Increase in the percentage of 7th graders meeting reading, writing and math standards.
- Increase in the number of National Board certified teachers.
- Basic Education Finance Task Force proposed a revised definition of basic education for the K-12 system, including a revised teacher compensation system.
- State Board of Education adopted new high school graduation requirements (contingent on funding) to better align with college and workforce standards.
- SAT scores led the nation for the sixth straight year among states where more than
half of eligible students participate.
No Change
- No significant progress in retaining teachers in the workforce.
- Large mismatch between teacher and student demographics.
- No educator data system to track the number of teachers teaching classes outside their endorsement area.
Going Backward
- Slight increase in high school dropout rates for all subgroups.
- Slight decrease in the percentage of 4th and 10th graders meeting reading, writing and math standards.
Strategies
- Provide additional tutoring and support for struggling students.
- Reform compensation system for K-12 educators to attract, retain and reward the best.
- Create a teacher data system, and include measurements for effectiveness and expertise.
- Attract more people of color to the teaching profession.
- Expand alternative pathways for subject-area experts to become teachers.
- Ensure educators receive high-quality, ongoing mentoring and training that drives student achievement.
- Revise and strengthen the state’s definition of Highly Qualified Teacher to require an academic major in the subject area being taught.
Indicators
Graduation Rates:
In 2006, the extended graduation rate was 77% (OSPI), while 72.9% of students graduated from high school on time (best state: Wisconsin, 87.5%; Washington ranks 34th in the nation). (NCES)
Annual Dropout Rates by Race and Ethnicity:
In 2005-06, annual dropout rates by race and ethnicity: White: 4.8%, Asian: 4.3%, African American: 10.3%, Latino: 8.9%, Native American: 11.2%. (OSPI)
Student Achievement:
In 2007-08, 43% of 4th graders and 42% of 7th and 10th graders met the reading, writing and math standard. In the same year, 72% of 4th graders, 63% of 7th graders and 81% of 10th graders met the reading standard. (OSPI)
Teacher Retention:
During 2002-2007, 59% of teachers stayed in their school, 14% moved to a different school in their district, 7% moved to a different district and 20% exited the system. (CSTP)
Teacher Demographics Compared to Student Demographics:
In 2007-08, 92.5% of teachers were white while 40.4% of students were of color. (OSPI)
Principal Retention:
From 1998-2002, 36% of principals stayed at the same school and 67% of principals stayed within the school district. (CSTP)
SAT Data:
In 2007-08, 52% of graduating seniors took the SAT with an average score of 1568, compared to the national average of 1511 with a 45% participation rate. (College Board)
