2019 MISSOURI LEGISLATORS RETREAT · eight take the MAP in English Language Arts (ELA) and...

2019 MISSOURI LEGISLATORS RETREAT

ISSUE BRIEF

01 Overview

03 EarlyChildhoodLandscape

04 CharterSchools

05 SchoolLeadership

06 TeacherLandscape

07 HighSchoolRedesign

09 Tomorrow’sWorkforce

Missouri Legislators RETREATElevating Education in Missouri

1

ISSUE BRIEF

MISSOURI LEGISLATORS RETREAT | January 2019

The Education Landscape in MissouriOVERVIEW

US

0 10 20 30 40 50 60 70 80 90 100

MissouriNot Eligible | 50% Free Eligible | 44% Reduced-Price Eligible | 6%

K-12 LEVEL OF FAMILY INCOME | 2016

MissouriWhite | 72% Black | 16% Hispanic | 6% Asian | 2% Other | 4%

K-12 RACE & ETHNICITY | 2016

K-12 ENROLLMENT BY LOCALE | 2016

UnitedStates

Not Eligible | 51% Free Eligible | 43% Reduced-Price Eligible | 6%

UnitedStates

White | 48% Black | 15% Hispanic | 26% Asian | 5% Other | 5%

Missouri

USCity | 30%

City | 19%

Suburban | 40%

Suburban | 35%

Town | 11%

Town | 20%

Rural | 19%

Rural | 27%

StateNullAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMaryland

State or jurisdictionAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusetts

State or jurisdictionAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansas

0 10 20 30 40 50 60 70 80 90 100






UnitedStates


UnitedStates


Missouri

USCity | 30%

City | 19%

Suburban | 40%

Suburban | 35%

Town | 11%

Town | 20%

Rural | 19%

Rural | 27%




0 10 20 30 40 50 60 70 80 90 100






UnitedStates


UnitedStates


Missouri

USCity | 30%

City | 19%

Suburban | 40%

Suburban | 35%

Town | 11%

Town | 20%

Rural | 19%

Rural | 27%




0 10 20 30 40 50 60 70 80 90 100






UnitedStates


UnitedStates


Missouri

USCity | 30%

City | 19%

Suburban | 40%

Suburban | 35%

Town | 11%

Town | 20%

Rural | 19%

Rural | 27%




0 10 20 30 40 50 60 70 80 90 100






UnitedStates


UnitedStates


Missouri

USCity | 30%

City | 19%

Suburban | 40%

Suburban | 35%

Town | 11%

Town | 20%

Rural | 19%

Rural | 27%




0 10 20 30 40 50 60 70 80 90 100






UnitedStates


UnitedStates


Missouri

USCity | 30%

City | 19%

Suburban | 40%

Suburban | 35%

Town | 11%

Town | 20%

Rural | 19%

Rural | 27%




US

MO

US

Compared to the national average, Missouri has a similar rate of students eligible for free- and reduced-price lunch, which is a common indicator of poverty in schools.

Missouri has fewer Hispanic and Asian students than the national average, and a significantly higher share of white students.

Missouri has a higher share of students attending school in rural areas, towns, and suburban centers compared to the national average. It has a lower percentage of students attending school in urban areas.

DATA SOURCE

DATA SOURCE

DATA SOURCE

Value CategoryState

Ranking

$11,7991 Per Pupil Expenditures 32

13.62 Student-Teacher Ratio 13

40%*2 NAEP 4th Grade Math 26

37%*2 NAEP 4th Grade Reading 25

30%*2 NAEP 8th Grade Math 34

35%*2 NAEP 8th Grade Reading 28

89%3 Public HS Grad Rate 6

883,703

244,924 59%

1.2%

2,439 518

*Represents the percent of students who scored at or above proficient.

1DATA SOURCE 2DATA SOURCE 3DATA SOURCE1DATA SOURCE 3DATA SOURCE5DATA SOURCE

2DATA SOURCE4DATA SOURCE

38% 69%

K-12 Level of Family Income | 2016

K-12 Enrollment by Locale | 2016

K-12 Race & Ethnicity | 2016

K-12 public school students1

public postsecondary students2

are enrolled in 2-year colleges2

expected enrollment change by 20274

public schools1 public school districts5

2-year public college graduation rate (in 6 years)3

4-year public college graduation rate (in 6 years)3

MO

MO

https://nces.ed.gov/programs/stateprofiles/

https://nces.ed.gov/ccd/elsi/expressTables.aspx

https://nces.ed.gov/pubs2018/2018052/tables/table_04.asp


https://www.nationsreportcard.gov/profiles/stateprofile?chort=1&sub=MAT&sj=&sfj=NP&st=MN&year=2017R3

https://nces.ed.gov/programs/digest/d17/tables/dt17_203.20.asp?current=yes



https://apps.dese.mo.gov/MCDS/home.aspx

https://apps.dese.mo.gov/MCDS/home.aspx

https://nces.ed.gov/programs/digest/d17/tables/dt17_304.60.asp

2

ISSUE BRIEF

Missouri’s public schools use the Missouri Learning Standards (MLS) content standards. To assess students’ progress in mastering MLS, Missouri uses the Missouri Assessment Program (MAP). Annually, all students grades three to eight take the MAP in English Language Arts (ELA) and Mathematics. Additionally, fifth and eighth grade students participate in a Science assessment. At the high school level, Missouri administers the MAP End-of-Course exams, which assess student content acquisition in Algebra I, English II, Biology, and Government. These four assessments are required for gradua-tion from a Missouri public or charter school. From 2015 to 2017, assessment scores generally improved by around two to three percentage points annually.

The National Assessment of Educational Progress (NAEP) is administered nationally every two years. The accompanying chart indicates that Missouri’s proficiency rates are comparable to national averages, particularly in fourth grade math, fourth grade reading, and eighth grade reading. Proficiency rates on Missouri's state tests are significantly higher than proficiency rates on NAEP. For example, on grade four reading, 64 percent of students were rated proficient on Missouri's assessment, compared to 37 percent on NAEP.

Student Performance in Missouri


Average rates can mask variation among subgroups. When proficiency rates are disaggregated by race and economic status, disparities in achievement can be seen (see charts on right and on next page). Achievement gaps among races/ethnicities on standardized assessments in Missouri have persisted across years with little sign of narrowing. In Missouri, black students have consistently had the lowest proficiency rates. Hispanic students have performed better, while white students have regularly had the highest proficiency rates. Similarly, white students tend to graduate high school on time at higher rates than their black and Hispanic peers.

2015Math Reading

2016Math Reading

2017Math Reading

Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8 58%

57%55%59%58%57%

28%35%38%40%49%52%

59%58%59%62%63%61%

28%42%43%46%53%52%

60%59%60%63%64%62%

31%43%43%48%54%53%

State Assessment Proficiency Rates

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA35%

OH39%

Grade 4 | Reading

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA40%

OH41%

Grade 4 | Math

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA33%

OH40%

Grade 8 | Math

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA35%

OH39%

Grade 8 | Reading

StateAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaDoDEAFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMassachussetsMichiganMinnesotaMinnessotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUnited StatesUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingYear20142015201620172018

StateMissouri

StateOhio United States

DATA SOURCEMissouri Assessment Program Proficiency Rates | 2015-2017

ACHIEVEMENT GAPS IN MISSOURI

NAEP Proficiency Ratings Among Subgroups in MO | 2017

White Black

Hispanic Asian

Econ. Disadvantaged English Learner

Students w/ Disabili?es

White Black

Hispanic Asian

All MO Students: 22%


Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading

Missouri United States

StudentEnrollmentbyRace|2017-2018

White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%

White Black Hispanic Two or More Races All

74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%

Hispanic14% Year 1 Year 3 Year 5

100%

61%

35%

100%

66%

45%

2012-13 Cohort2014-15 Cohort

ShareofTeachersSGllintheWorkforce

Engaged47%

Ac8vely Disengaged29%

Not Engaged24%

ClassroomEngagementLevels,Grades5-12

ShareofStudentsScoringCollege-ReadyonallFourACTSubjects

HighSchoolGraduaGonRates

Pre-KEnrollment

NAEPSubgroupPerformance

<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%

PostsecondaryARainmentRate

Current Assets

Unfunded Pension Promises

$7.3 billion$29.4 billion

Total Promised Benefits: $36.8 billion

WHITE BLACK HISPANIC TWO OR MORE RACES

DATA SOURCE

NAEP Proficiency Rates, Selected States | 2017 DATA SOURCE

StateMassachusetts

Nebraska

Iowa

Kansas

Missouri

Kentucky

United States

Illinois

Tennessee

Oklahoma

Arkansas

53%49%

46%42%40%40%40%39%

36%35%

33%

Grade 4 | Math

StateMassachusetts

Nebraska

Iowa

Kansas

United States

Illinois

Missouri

Tennessee

Kentucky

Arkansas

Oklahoma

50%41%

37%35%

33%32%

30%30%29%

25%24%

Grade 8 | Math

StateMassachusetts

Nebraska

Kentucky

Kansas

Missouri

Iowa

United States

Illinois

Tennessee

Arkansas

Oklahoma

51%38%38%37%37%36%35%35%

33%31%

29%

Grade 4 | Reading

StateMassachusetts

Nebraska

Iowa

Kansas

Illinois

Missouri

United States

Kentucky

Tennessee

Arkansas

Oklahoma

49%38%37%37%36%35%35%34%

31%29%28%

Grade 8 | Reading

2003 2005 2007 2009 2011 2013 2015 2017

0%

10%

20%

30%

40%

50%

60%

15%

48%

24%

Grade 4 | Math

2003 2005 2007 2009 2011 2013 2015 2017

0%

10%

20%

30%

40%

50%

60%

12%

47%

28%

Grade 8 | Math

2003 2005 2007 2009 2011 2013 2015 2017

0%

10%

20%

30%

40%

50%

60%

15%

44%

26%

Grade 4 | Reading

2003 2005 2007 2009 2011 2013 2015 2017

0%

10%

20%

30%

40%

50%

60%

15%

45%

26%

Grade 8 | Reading

Hispanic at or a..White at or abo..

Black at or abov..American India..

State Ohio

StateMultiple values

YearAll

Measure NamesMultiple values




Grade 4 | Math Grade 4 | Reading Grade 8 | Math Grade 8 | Reading

Missouri Missouri

MissouriMissouri

2015Math Reading

2016Math Reading

2017Math Reading

Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8 58%

57%55%59%58%57%

28%35%38%40%49%52%

59%58%59%62%63%61%

28%42%43%46%53%52%

60%59%60%63%64%62%

31%43%43%48%54%53%

State Assessment Proficiency Rates

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA35%

OH39%

Grade 4 | Reading

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA40%

OH41%

Grade 4 | Math

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA33%

OH40%

Grade 8 | Math

2003 2005 2007 2009 2011 2013 2015 2017

0%

20%

40%

60%

USA35%

OH39%

Grade 8 | Reading

StateAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaDoDEAFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMassachussetsMichiganMinnesotaMinnessotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUnited StatesUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyomingYear20142015201620172018

StateMissouri

StateOhio United States

https://apps.dese.mo.gov/WebLogin/Login.aspx?ReturnUrl=%2fMCDS%2fhome.aspx

https://www.nationsreportcard.gov/ndecore/landing

https://www.nationsreportcard.gov/ndecore/landing

3

ISSUE BRIEF


EARLY CHILDHOOD LANDSCAPE IN MISSOURI

Kindergarten readiness is gaining more attention than ever due to the increasing consensus on the importance of high quality learning in a child’s first years of his/her life. Missouri is one of 44 states that are developing a multi-dimensional Kindergarten Readiness Assessment. In June 2013, the Missouri State Board of Education adopted California’s Desired Results Developmental Profile (DRDP) as the recommended voluntary early child-hood readiness tool. The DRDP is aligned to the existing Missouri Early Learning Goals, which are a set of standards intended to properly prepare children with the skills necessary to be successful in kindergarten.

There are six goals of the DRDP:

❶ Children are personally and socially competent;

❷ Children are effective learners;

❸ Children show physical and motor competence;

❹ Children are safe and healthy;

❺ Families support their child’s learning and development;

❻ Families achieve their goals

Missouri High School Graduation Rates | 2017

Enrollment of 3- and 4- Year Olds in Pre-K Programs | 2017

ACT Performance by Subgroup | 2018 % Students Meeting College Readiness Benchmarks on All Four Subjects

White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




WHITE BLACK HISPANIC

TWO OR MORE RACES ALL

White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




Missouri’s pre-kindergarten enrollment rate is slightly lower than the national average. Additionally, there are dispari-ties in enrollment by race. There is a higher enrollment percentage of white children than children who identify as two or more races and black and Hispanic children. While the enrollment of white children is only 2.3 percentage points lower than the national average, the enrollment of black children is seven percentage points lower than the national average and the rate for children who identify as two or more races is 12.6 percentage points lower than the national average.

DATA SOURCE DATA SOURCE

DATA SOURCE

http://www.vkrponline.org/about/readiness.php

https://dese.mo.gov/quality-schools/early-learning/school-readiness-tool



https://www.desiredresults.us/about-us

https://apps.dese.mo.gov/MCDS/Reports/SSRS_Print.aspx

http://www.act.org/content/act/en/research/condition-of-college-and-career-readiness-2018.html


4

ISSUE BRIEF

CHARTER SCHOOLS IN MISSOURI

Charter schools are public schools that operate with more autonomy than traditional public schools. Like traditional public schools, charter schools are open to all children and do not charge tuition. Autonomy is often exercised through strategies such as longer school days, alter-native curriculum, and unique school culture or academic focus. In exchange for the ability to manage their schools more freely, charter school leaders are held accountable for meeting an agreed upon set of metrics. All charter schools are subject to closure if the goals set forth in their charter contracts are not met. In Missouri, initials charters are granted for five years and are renewable upon review.

As is true of traditional public schools, there is great variability in student outcomes at charter schools. Stanford University’s Center for Research on Education Outcomes (CREDO) has conducted a number of studies over the years about charter school performance. Taken as a whole, the plurality of charter schools have similar student performance as traditional public schools. Disaggregated results demonstrate that black students, students in poverty, and English language learners often experience greater gains in charter schools. Additionally, elementary charter schools and urban charter schools are more likely to outperform traditional public schools. Virtual charter schools, on the other hand, resulted in major academic losses for students, prompting responses from charter advocates to increase accountability for this sector.


1998Year charter law

was enacted

22,686Number of students enrolled in Missouri’s charter schools

71Number of charter schools

statewide

POLICY LEVER MISSOURI POLICY

Enrollment Cap Missouri law prohibits charter schools from serving more than 35% of public school students in accredited school districts that enroll 1,500 or more students.

Types of Schools Missouri charter school law permits new start-up charter schools and public school conversions.

Authorizers

Missouri laws allows for multiple authorizers depending on the accreditation status and/or location of the school district:

• Accredited School Districts: For accredited school districts, Missouri law only allows local school boards to authorize charters. • Provisionally Accredited School Districts: For provisionally accredited school districts, Missouri law allows local school boards and authorizers that have met the standards of accountability and performance as determined by the state department of education to authorize charters.

• Kansas City School District, St. Louis School District and Unaccredited Districts: For the Kansas City School District, St. Louis school district and unaccredited districts, Missouri law allows for multiple authorizers. Examples of approved authorizers include approved institutions of higher education, Kansas City and St. Louis school boards, a state board of education-created administrative board, and the Missouri Charter Public School Commission.

Charter Policy Overview

In Missouri, charter schools may be operated only in the circumstances below:

• A metropolitan school district;

• An urban school district containing most or all of a city with a population greater than 350,000 inhabitants;

• Unaccredited school districts;

• Provisionally accredited school districts under certain conditions;

• School districts accredited without provisions, only if the charter school is sponsored by the local school board. If the accredited district’s enrollment is 1,500 or greater, it cannot enroll more than 35% of its enrollment in charter schools it sponsors.

http://ecs.force.com/mbdata/mbstprofile?Rep=CSP17&st=Missouri

https://credo.stanford.edu/research-reports.html

https://credo.stanford.edu/research-reports.html

https://www.publiccharters.org/our-work/charter-law-database/states/missouri

https://www.mocharterschools.org/ourpages/auto/2017/12/8/46638040/1_%20MO%20Charter%20School%20Basic%20Data%20Flier%202017.pdf

https://www.mocharterschools.org/ourpages/auto/2017/12/8/46638040/1_%20MO%20Charter%20School%20Basic%20Data%20Flier%202017.pdf

https://mcpsc.mo.gov/

http://ecs.force.com/mbdata/mbstprofile?Rep=CSP17&st=Missouri

Kentucky$86,220

Tennessee$78,580

Oklahoma$71,570

Nebraska$99,550

Arkansas$79,600

Illinois$104,280

Missouri$95,080

Iowa$97,430

Kansas$84,280

Sheet 1

Sheet 1 (2)

StateArkansasIllinoisIowaKansasKentuckyMissouriNebraskaOklahomaTennessee

$71,570 $104,280Admin Salary


https://doi.org/10.1177/0013161X17720978

Student Affairs 21.48Instructional leadership 16.25Personnel Issues 10.33Community/parent relations

9.83

Planning/Setting goals 9.22Building Operations 8.44

Other 7.67District Functions 7.2Professional Growth 5.18

Finances 4.39

Student Affairs

Instructional Leadership

Personnel Issues

Community/Parent Relations

Planning & Setting Goals

Building Operations

Other

District Functions

Professional GrowthFinances

21%

16%

10%

10%

9%

8%

8%

7%

5%4%

FinancesProfessional GrowthDistrict FunctionsOtherBuilding OperationsPlanning/Setting goalsCommunity/parent relationsPersonnel IssuesInstructional leadershipStudent Affairs

Share of Principals’ Time by Function

Source: Sebastian, J., Camburn, E. M., & Spillane, J. P. (2018). Portraits of Principal Practice: Time Allocation and School Principal Work. Educational Administration Quarterly, 54(1), 47–84.

5

ISSUE BRIEF


POLICY LEVER MISSOURI POLICY

Autonomy

Except as provided in the state’s charter school law, a charter school is exempt from all laws and rules relating to schools, governing boards and school districts. • Charter schools must provide special education services for children. • The law allows 20 percent of charter school teachers to be exempt from certification if they are working towards certification and have expertise in the content area.

Accountability Authorizers may revoke a charter if there is clear evidence of underperformance as demonstrated in the charter school’s annual performance report in three of the last four school years. The law provides that renewal terms are between five and 10 years.

Finance Missouri law requires districts to pay to charter schools per pupil funding in accordance with a state funding formula, including transportation funding and federal aid.

SCHOOL LEADERSHIP The Evolving Role of the School LeaderSchool leadership is second only to classroom instruction when it comes to factors that affect student learning. Research also finds that high-quality school leaders make the largest impact when they are placed in high-needs schools. School leaders, especially principals, play an important role in shaping the conditions for high quality teaching in their schools and for leading teacher development and retention.

With the onset of more robust teacher evaluation systems and the increasing importance of personalization and differentiation, the role of the school leader has shifted dramatically. Principals are stretched beyond their decades-old roles as building managers and disciplinarians as they work to foster school culture, serve as instructional leaders, and support leadership development among school staff. The evolving role of the school leader also requires changes in the way we recruit and train principals.

Share of Principals’ Time by FunctionAverage Administrator Salary, Selected States | 2018Public and Private Elementary and Secondary Schools

DATA SOURCE

DATA SOURCE

https://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning.pdf

https://www.bls.gov/oes/current/oes119032.htm#st

https://journals.sagepub.com/doi/10.1177/0013161X17720978

Kentucky$52,339

Tennessee$48,456

Oklahoma$45,245

Nebraska$52,338

Arkansas$48,616

Missouri$48,923

Illinois$61,602

Iowa$55,443

Kansas$47,984

Sheet 1

Sheet 1 (2)


$45,245 $61,602Teacher Salary


6

ISSUE BRIEF

MISSOURI TEACHER LANDSCAPE


Even though the average salary for teachers in Missouri has grown over time, the increases have not kept up with the inflation rate, leading to an overall decline of 5.5 percent since 2000. Additionally, in the 2017-2018 school year, there were 3,478 vacant or unqualified teaching positions, representing five percent of the total number of full-time teachers.

STUDENTPER TEACHER

R ATIO

13.6 : 12

TEACHERS70,575

1

NATIONAL TOTAL:

3.1 M (2015-2016)

5. 5%3

DECLINE IN TEACHER

SALARY

Teacher retention is a factor in Missouri’s teacher landscape as well. For teachers who entered Missouri’s workforce during the 2014-15 school year, 60.5 percent were still in the classroom after three years. However, after five years, only 34.6 percent of that cohort remained in the teacher workforce. This is a significant change from even the 2012-13 cohort, which had a 65.9 percent retention rate after three years and a 44.5 percent retention rate after five years.

Average Teacher Salary, Selected States | 2018Public Elementary and Secondary Schools

DATA SOURCE

Share of Teachers Still in Missouri’s Public Schools2012-13 Cohort vs. 2014-15 Cohort

White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




DATA SOURCE

DATA SOURCE¹ DATA SOURCE² DATA SOURCE³

NATIONALAV E R A G E

16 : 12

(2015-2016)

(2000-2017, constant 2017 USD)

1 . 6%3

NATIONAL AV E R A G E

National Rank of Missouri Teacher

Salary

433

https://dese.mo.gov/sites/default/files/2018-State-Shortage-Report.pdf


https://dese.mo.gov/sites/default/files/2018-RR-Report.pdf

https://dese.mo.gov/sites/default/files/2018-RR-Report.pdf



7

ISSUE BRIEF


Deferred CompensationSchools in Missouri are funded by a pool of local, state, and federal dollars. Federal funding plays a relatively small role in schools (8.97 percent), with total state funds making up over 30 percent of funding and local dollars accounting for almost 60 percent of the total.

To date, the state of Missouri has a total promised benefit of over $35 billion dollars for retired teachers. However, the state has amassed slightly less than $30 billion in current assets that can be used for teacher pensions. This leaves a gap of over $7 billion dollars in unfunded pension promises.

State Funding Ratio for Teacher Pensions

80.10%

State Funding Ratio

CURRENT ASSETS

TOTAL PROMISED BENEFITS

=

Pension ModelTeachers in Missouri have defined benefit retirement plans.

State Vesting Requirement

5YEARS

Percentage of Teachers Who Will Break Even on

Retirement Contributions

38PERCENT

Percentage of Teacher Pension Contributions Going Toward

Pension Debt

77.9PERCENT

HIGH SCHOOL REDESIGNThere are many factors leading educators both in Missouri and nationwide to rethink the traditional high school model in order to improve postsecond-ary and workforce outcomes for students. According to a 2017 Gallup Student Poll, 29 percent of students were rated as "Not Engaged" in school, and another 27 percent were rated as "Actively Disengaged."

In Missouri, 22.8 percent of first-year students enrolled in public postsecond-ary institutions in Fall 2017 were required to enroll in remedial courses, including 46 percent of black postsecondary students (although this is a decrease from the Fall 2013 values of 35.6 percent and 65.6, respectively). This suggests students are not being challenged sufficiently in high school, which leads to them not having the necessary skills for success when they graduate. Postsecondary remedial courses - which students pay for but do not receive credit for - add to students’ financial burdens and prolong the amount of time they will spend earning their degree, decreasing their likeli-hood of graduating. This is an important trend, as research is pointing to a need to significantly increase educational attainment in the coming years; by 2020, the US will need an additional 5 million workers with some type of postsecondary education.

White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




DATA SOURCE

DATA SOURCE DATA SOURCE

Engagement Levels, Students Grades 5-12 | 2017

White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




DATA SOURCE


https://www.americanprogress.org/issues/education-k-12/reports/2017/12/04/443615/high-schools-future-states-can-accelerate-high-school-redesign/

https://dhe.mo.gov/cbhe/boardbook/documents/tabw0318.pdf

https://dhe.mo.gov/cbhe/boardbook/documents/tabw0318.pdf

https://hechingerreport.org/colleges-enroll-students-arent-prepared-higher-education/

https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education-requirements-through-2020/

https://www.teacherpensions.org/state/missouri

https://www.nctq.org/dmsView/Pension_Report_Card_Missouri

https://www.teacherpensions.org/state/missouri

https://www.gallup.com/education/233537/gallup-student-poll.aspx

8

ISSUE BRIEF


To address these concerns at the high school level, stakeholders are finding ways to fundamentally rethink school design and build systems that are engaging, relevant, equitable, and prepare students to be successful after high school.

PROGRAM DESCRIPTION

Summit Technology Academy (STA)- Lee’s Summit, MO

Summit Technology Academy is a shared campus for junior and senior high school students to spend a half day away from their typical campus to prepare themselves for college or the workforce. STA offers multiple programs in order to meet the individual needs of each student. While the majority of students come from the Lee’s Summit district, about 42 percent are from other Missouri districts. There are five signature programs at STA that students may choose from, including The Missouri Innovation Campus (MIC) Program and The University of Kansas Degree in 3 (KUD3) Program.

Center for Advanced Professional Studies (CAPS)

CAPS is a national network with ten affiliates in Missouri. CAPS partners with local businesses and organizations to place students in professional learning experiences tailored to their individual interests. Students earn credits from these experiences. The purpose of this program is not to be a career training program or trade school, but to allow students to immerse themselves in professions they are interested in and explore available areas.

Innovative High School Models in Missouri

PROGRAM DESCRIPTION

Noble High School (NHS)- North Berwick, Maine

Located in a rural area of southern Maine, Noble High School serves a population of students that typically do not go on to postsecondary education. The school has redesigned their curriculum and practice to provide students with numerous supports and opportunities to encourage students to further their education past high school. NHS uses vertical academies- schools within schools- to offer small learning environments, and also uses an Response-to-Intervention system (RTI) to address academic and behavioral issues early. NHS combines these supports with rigorous learning expectations. Students must demonstrate that they have mastered clearly defined learning standards before they earn a diploma, in contrast to traditional models where students must put in seat time and earn a grade to graduate.

MC2 STEM High School- Cleveland, Ohio

Located in Cleveland, OH, MC2 STEM is a school formed by individuals in education, local industry, and higher education. The school has a curriculum comprised entirely of project-based learning, pulling in more than 85 local industry and advocacy groups to help prepare students for work after school. Students at MC2 pursue semester-long, interdisciplinary projects that integrate Ohio’s state standards and reflect current industry needs.

Innovative High School Models in Other States

CHARACTERISTIC DESCRIPTION

Competency-based education, or mastery learning

To progress academically, students demonstrate that they have mastered specific learning goals, setting their own pace by moving as quickly or slowly as is necessary.

Personalized learningSome or most of the learning experience is tailored directly to students’ needs, interests, and goals. Many schools do this through technology, such as online courses that have been curated specifically for each student.

“Anywhere, anytime” learning Students may earn credits through opportunities outside of school hours and/or off school grounds, including internships, apprenticeships, service-learning projects, or at-home online learning opportunities.

Hands-on, project-based learning

Project-based learning allows students to engage in long-term, interdisciplinary projects that allow them to apply learning and practice problem-solving skills. This curriculum more closely reflects what occurs in the workforce.

A focus on in-depth preparation for both college and careers

Redesigned high schools tend to articulate a goal of preparing students for success through a blend of academic, social-emotional, and technical skills. They blend rigor, postsecondary credits, and hands-on learning to prepare students for the future economy.

Common Characteristics of Innovative High School ModelsMost redesigned high schools incorporate a few or more of these characteristics:

https://sta.lsr7.org/sta-signature-programs/

https://sta.lsr7.org/sta-signature-programs/

https://yourcapsnetwork.org/

https://yourcapsnetwork.org/

https://www.americanprogress.org/issues/education-k-12/reports/2018/10/24/459649/redesigning-high-school-local-perspectives-schools-districts/

http://www.mc2stemhighschool.org/

https://www.americanprogress.org/issues/education-k-12/reports/2017/12/04/443615/high-schools-future-states-can-accelerate-high-school-redesign/

Kentucky45%

Tennessee41%

Oklahoma42%

Nebraska48%

Arkansas40%

Missouri43%

Kansas51%

Illinois51%

Iowa48%

Sheet 1

Sheet 1 (2)


40% 51%Attainment


9

ISSUE BRIEF


Postsecondary Attainment Rates by Level of Education

TOMORROW’S WORKFORCEResearch shows that by 2020, 65 percent of all jobs in the economy will require some form of a college degree. In order to ensure that Missourians are prepared for these evolving workforce require-ments, Missouri has joined the majority of states across the country in pushing for higher postsecondary attainment rates. All but nine states have set goals to achieve higher rates.

When Missouri set its postsecondary attainment rates in 2013, the state’s attainment rate was 37.6 percent. The state hopes to increase that rate to 60 percent by 2025. As of 2018, Missouri’s attainment rate was 43.1 percent.*

This map shows the attainment rates of surrounding states and Missouri according to Lumina Foundation research. Missouri sits right in the middle of the pack, with Illinois, Kansas, Nebraska, Iowa, and Kentucky having higher attainment rates, and Oklahoma, Tennessee, and Arkansas having lower rates. However, all nine states shown are within 11 percentage points of one another. Of the 114 counties and one independent city in Missouri, there are 83 where less than 30 percent of the population has attained a postsecondary degree, including 16 with attainment rates less than 20 percent.

The proportion of Missouri’s population holding less than a high school degree is less than the national average, although the propor-tion of those holding a bachelor’s degree or higher is less than the average as well. Research shows that the type of postsecondary credential one holds can play a large role in short and long-term employment outcomes.

There are significant gaps in the attainment rates of different subgroup populations in Missouri. The Hispanic and Black populations had nearly identical attainment rates (26.4% and 26.1%, respectively), and are lower than the national average.

Postsecondary Attainment Rates, Selected States | 2018*

DATA SOURCE

DATA SOURCE

Postsecondary Attainment Rates by Race

DATA SOURCE

White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




White Black

Hispanic Asian



White Black

Hispanic Asian



Grade 4 Math

Grade 4 Reading

Grade 8 Math

Grade 8 Reading



White72%

Black16%

Other6%

White67%

Black15%

Other4%

AllPublic

Charter

19%14%

5%25%

48%46% 52%39% 41%38%

52%45% 50%48%


74%70%82%90%85%80%91%

40%30%

39%36%26%19%

27%25% 19%10%12%14%

40%35%42%47%

Hispanic6%


100%

61%

35%

100%

66%

45%



Engaged47%


Not Engaged24%




Pre-KEnrollment


<HS

HS Grad

Some College

Cer?ficate

Associate

Bachelor's

Graduate/Prof. 12%

21%

9%

5%

16%

26%

11%

11%

19%

9%

4%

19%

29%

9%

MOUS

White

Black

Hispanic 22%

30%

46%

26%

26%

40%


Current Assets




*In order to provide comparisons with other states, these estimates are based on Lumina Foundation data. The Missouri Department of Higher Education calculates the percentage of adults with a certificate differently and estimates that 52.6 percent of Missourians have a college degree or certificate.

https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education-requirements-through-2020/

https://www.myfuturenc.org/wp-content/uploads/2018/06/InfoBrief-EdAttain-Sims.pdf

https://www.myfuturenc.org/wp-content/uploads/2018/06/InfoBrief-EdAttain-Sims.pdf

https://www.luminafoundation.org/

https://www.nber.org/papers/w17504.pdf

http://strongernation.luminafoundation.org/report/2018/#page/downloads



https://dhe.mo.gov/initiatives/documents/biggoal_midpointinfographic.pdf

© 2019 The Hunt Institute. All rights reserved.

An affiliate of the Duke University Sanford School of Public Policy

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