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Appendix A
Pane! Activities
Throughout the report we have referred to findings from our direct
contacts with public school districts. To involve school district participation,
the panel undertook three activities: a conference with personnel directors
from large cite school districts, a set of mini case studies building on reports
of research in school districts studied by other researchers, and on-site in-
depth case studies of school districts. Since the reader may want to evaluate
the scope of these activities, they are described below.
CONFERENCE OF PERSONNEL DIRECTORS
A conference of personnel directors from seven large city school dis-
tricts was convened in May 1988. The subject of this conference, "Struc-
turing Professional Personnel Information Systems for Analyses of Teacher
Supply and Demand," focused on supply- and demand-related data that
large school districts regularly collect. Personnel administrators represented
the following school districts:
Seattle Public Schools (Washington)
Montgomery Counpr Public Schools (Maryland)*
San Diego City Unified School District (California)
Dade County Public Schools (Florida)
Chicago Public Schools (Illinois)
· Los Angeles Unified School District (California)
· New York City Public Schools (New York)
* Also included in the mini case studies.
211
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212
APPENDIX A
During the evening session on the first day of the conference the
participants developed the following list of topics, which were discussed the
next day:
1. Elective recruiting strategies
What recruiting strategies are effective in attracting good teachers
to urban districts with limited salaries?
1b what extent is it necessary to go outside the district to recruit?
Are salary supplements for M/S teachers effective in recruitment?
What problems arise from general recruiting rather than recruiting
to meet need for each subject?
How can general recruiting be used effectively to provide an
adequate supply of M/S teachers?
How can more people be attracted for M/S openings so district
has a choice?
What long-range effects on supply can be anticipated by aggressive
recruiting to obtain a panel of applicants for each M/S position?
Can the panel make recommendations that would affect recruit-
ment problems?
2. Experience with the reserve pool
What proportion of M/S teachers come from reserve pool?
3. Recruitment during the school year
Why is it happening?
Is it widespread among large and small districts?
What are the reasons for vacancies during the school year?
Are there trends in these reasons?
What are the reasons for vacancies during the school year?
Are there trends in these reasons?
What effect does such recruiting have on teacher quality?
4. Innovative approaches to address projected shortages of M/S teachers
Alternative certification programs
Models used by districts for projecting need for teachers
What do districts actually do to project need for M/S teachers?
Are projections limited by fact that available data were collected
for administrative purposes such as hiring, paying, staffing, school
buildings, and maintaining records for retirement?
Is there a model for simulating staffing demands by subject that
takes into account seniority rights to vacancies so that early hiring
can be done in districts?
Design of information systems that have the capability of identifying need
for M/S teachers by subject
Need for integrated system
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PANEL ACTIVITIES
213
What knowledge should the information system be able to pro-
duce?
Ideal information system
If there were no constraints on the information system, what
information would you like to have?
8. Teacher quality
How do districts define quality?
Certification versus teaching out-of-field
What information is helpful in recruiting for quality?
Are elementary science teachers required to have science training,
e.g., a laboratory science course?
What effect have the NSF training institutes had on the quality of
M/S teachers?
9. Retraining
Has your district retrained teachers in fields such as social sciences
to teach M/S subjects?
Have retrained teachers been successful?
10. Minonties and women
How can M/S teaching staff be balanced to provide role models
for minorities and women?
Are there enough women and minority M/S teachers to achieve
such balance?
What is needed to attract, train, and retain such teachers?
11. Poor performance
What are the underlying issues in the relatively poor attainment
of U.S. students in international math and science assessments?
What could the NSF do to study these issues?
MINI CASE STUDIES
Only a small amount of information was collected in the mini case
studies since the panel could draw on information about those districts
reported by researchers who had conducted studies of these districts. A
total of 27 mini case studies were conducted through a combined telephone-
and-mail survey project in the summer and fall of 1988. The mini case
studies involved the following districts:
.
Houston Independent School District (Houston, Texas)
· Hillsborough County Public Schools (Tampa, Florida)
Montgomery County Public Schools (Montgomery County, Mary-
land)
Clark County School District (Las Vegas, Nevada)
Jefferson County School District (Louisville, Kentucly)
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214
APPENDIX A
New Orleans Public Schools (New Orleans, Louisiana)
Albuquerque Public Schools (Albuquerque, New Mexico)
Charlotte-Mechlenburg Schools (Charlotte, North Carolina)
Columbus Public Schools (Columbus, Ohio)
Austin Independent School District (Austin, Texas)
Mesa Unified School District (Mesa, Arizonan
Rochester City School District (Rochester, New York)
Richland School District No. 1 (Columbia, South Carolina)
Salt Lake City School District (Salt Lake City, Utah)
Guilford County Schools (Greensboro, North Carolina)
· Lake Washington School District (Kirkland, Washington)
· Durham County Schools (Durham, North Carolina)
Greenwich Public Schools (Greenwich, Connecticut)
Barrow County School District (Winder, Georgia)
Martin County Public Schools (Williamston, North Carolina)
Watauga County Schools (Boone, North Carolina)
· Northampton County Schools (Jackson, North Carolina)
Jamestown Public Schools (Jamestown, North Dakota)
Howard-Suamico School District (Green Bay, Wisconsin)
MSAD NO. 15 (Gray-New Gloucester, Maine)
East Williston Unified School District (East Williston, New York)
Medicine Valley School District (Curtis, Nebraska)
The telephone interview guide and the mail-questionnaire form that were
used for the 27 mini case studies can be found at the end of this appendix.
IN-DEPTH CASE STUDIES
Six in-depth case studies were conducted on site, involving school
districts in California, Maryland, and Utah. The school districts are not
named because confidentiality was pledged.
Jane L. David conducted case studies of two neighboring districts in
California that were expected to draw on the same labor market. Marianne
Amarel conducted case studies of a pair of adjacent districts in Maryland.
Finally, two additional school districts were selected-one in Utah and
one in California because they were experiencing substantial increases
in enrollment. Special problems of supply and demand for science and
mathematics teachers may exist in districts with increasing enrollment.
And since secondary enrollments are projected to increase nationwide in
the near future, we wanted to include in-depth studies of districts now
experiencing increases. Jane L. David and Jennifer Pruyn conducted these
case studies.
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PANEL ACTIVITIES
DISTRICT:
INTERVIEWEE:
BACKGROUND:
(Telephone Interview Guide for Mini Case Studies)
During which months do you interview/hire?
2. Looking for m/s teachers with special qualifications?
3. Particular difficulty recruiting m/s teachers?
4. Does m/s recruiting differ from recruiting for other subjects?
S. Catcgories of m/s teachers in your district records:
215
HS GRADE:
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216
District Content
1.
APPENDIX A
(Survey Questionnaire for Mini Case Studies)
Supply and Demand for
High School Mathematics and Science Teachers
What is your district's total enrollment?
District Name
Person Completing Form
Position Title
Telephone N u mber
a. What is the current approximate ethnic mix of your district's student body?
( % white, _ % black, _ % Spanish surname, % other)
3. Has your district experienced any reduetions-in-foree during the period 1985-1988?
4.
During the period 1985-1988, was the high school student population growing, stable, or
decreasing?
5. Number of high schools in your district:
High School Mathematics and Science Teachers
6. How many high school mathematics and science (m/s) teachers are currently employed
by your district?
How many high school m/s teachers have 5 or more years of service in your district?
10 or more years?
8.
9.
0.
What is the starting salary for a m/s teacher with a BA and no prior experience?
What is the top salary for a m/s teacher with a master's degree?
Where do most of your m/s applicants come from? (i.e., nearby universities or tcachcr
training institutions, other districts, etc.)
About how many fully qualified applicants per vacancy do you have in mathematics?
In science?
Is your district experiencing shortages of qualified applicants in mathematics or science
subjects? If so. in what subicots?
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PANEL ACTIVITIES
12. How many vacancies were rifled for all high school subjects. and in particular for
mathematics and scicncc?
This school year
(1987-1988)
Last school year
(1986-1987)
The school year
before
(1985-1986)
l3.
217
Total (all subjects) Mathcm~atics Science
What was the principal reason for the m/s vacancies in these 3 years?
To respond to enrollmcot growth
To replace retirees
To replace teachers leaving the system for reasons other than retirement
~ A ~
14. Over the past 3 school years, how many Or your m/s vacancies were rifled by persons
with the following kinds Or experience/certirication in teaching m/s?
This school
yea r
( I 987-88)
Certified in m/s:
o New graduates with
no prior teaching
experience
o Earlier graduates
but with no prior
teaching experience
o Experienced m/s
teachers
l~onccrti f iel i n m /s,
but with emergency or
temporary credentials
Last school
year
( 1 986-87)
The school
year before
( 1 985-86)
15. Does the district sponsor training programs for teachers who arc not certified in m/s,
but who are filling m/s vacancies? _ Comment:
Representative terms from entire chapter:
public schools
