Our Bottom Line: Student Success. Nothing Less.
President Obama highlighted Boston Teacher Residency as a model for recruitment and preparation of high quality teachers; the federal Teacher Quality Partnership grant program was developed to replicate the residency model nationally. BTR was featured as a model in the National Council for Accreditation of Teacher Education’s Blue Ribbon Panel report on quality clinical preparation and was named one of six finalists in the Innovations in American Government Award sponsored by the Ash Center at Harvard University. BTR received an "A" rating from the National Center for Teacher Quality in its 2014 report.
During the 2014-15 school year, BTR grads were twice as likely as other Massachusetts teachers to be rated "Exemplary". BTR grads were more likely to be rated "Exemplary" on all four state standards: (1) Curriculum, Planning, and Assessment; (2) Teaching All Students; (3) Family and Community Engagement; and (4) Professional Culture.
100% of BTR graduates in their 4th year of teaching were rated "Proficient" or "Exemplary. BTR grads are four times more likely than MA teachers to be rated "Exemplary" in their 4th year of teaching.*
(Massachusetts Department of Elementary and Secondary Education, 2016. * data only include graduates of MA teacher preparation programs.)
A Strong, Diverse Pipeline of Teachers
Since 2003, we have prepared more than 600 new teachers for the Boston Public Schools through BTR, exceeding our initial goals for teacher preparation and retention:
- 80% of graduates were still teaching in the Boston Public Schools (BPS) after three years, compared with 63% of their non-BTR peers
- 79% were still in BPS after five years, compared with 51% of their peers.
- 70% of all BTR grads are still teaching in BPS.
49% of BTR grads are teachers of color. 35% are African-American or Latino.
37% of graduates teach special education or English as a Second Language
55% of secondary graduates teach math or science
Chart: Percentage of first-year BTR and non-BTR teachers who remain teaching in the Boston Public Schools (BPS) to Years 2, 3, 4, 5 and 6. - Ongoing BTR Value-Added Study conducted by John Papay, Brown University, 2016
Coherent, Data-Driven Schools
Our data-driven approach to school improvement has helped teachers and school leaders to accelerate student learning. In a number of partner schools, the results have been dramatic. For example:
- In BPE’s first Teaching Academy, Dudley Street School, the percentage of kindergarten and grade 1 students reading at grade level increased from 29% to 54% in the school’s first year; the percentage of preK students who passed a pre-reading assessment increased from 21% to 91%.
- At the end of the 2015-16 school year, 64% of Dudley Street School students in Kindergarten and above were reading on grade level. In June 2016, over a third of the school's students -- distributed fairly evenly across grade levels -- were reading at least one STEP / F&P level above their grade level expectation.
In a partner high school designated for turnaround by the state, the percentage of students passing MCAS jumped by over 15 points in science, English, and math from 2010 to 2013. The school receives intensive data services from BPE, and 44% of its teachers are Boston Teacher Residency graduates.
External Impact Evaluation: Building the Pipeline of Effective Teachers for Turnaround Schools
From 2010-14, BPE implemented a US Department of Education i3 grant-funded intervention aimed at creating a pipeline of diverse teachers for Boston Public School’s turnaround schools. Harvard’s Center for Education Policy Research conducted an external impact evaluation of this intervention, although this evaluation was constrained by a limited sample size. A brief report of the evaluation findings can be found here.