Visualizing Washington's Teacher Workforce
Understanding the trends impacting teacher recruitment and retention
Student Achievement
Understanding teacher recruitment and retention challenges in low-performing schools
Key Findings
- Proficiency rates on state standardized assessments are rising after a sharp drop between 2013/14 and 2014/15, when the state switched to the Smarter Balanced assessments.
- Proficiency rates vary widely by grade level, subject area, and student group in and across school districts.
- Districts with low proficiency rates tend to have higher teacher turnover and less experienced teachers.
Proficiency rates vary widely by grade level, subject area, and student group in and across school districts.
LEGEND: Percentage of students who scored proficient or advanced on state standardized assessments
0–24% | 25–49% | 50–74% | 75–100% | No data available
Source: Washington Office of Superintendent of Public Instruction, State Report Card, 2011/12–2016/17
Washington transitioned to the Smarter Balanced assessments from the Measures of Student Progress assessments in 2014/15. Statewide proficiency rates—the percentage of students scoring proficient or advanced—dropped across all grade levels and subject areas between 2013/14 and 2014/15. (More information about the assessments Washington administers is on the Office of Superintendent of Public Instruction’s website.)
Student composition and state assessment proficiency rates
The composition of a district’s students is strongly related to achievement on state standardized assessments. In most districts, the proficiency rates for low-income students are within 25 to 49 percent (2014/15–2016/17). Districts with high concentrations of low-income students tend to have lower proficiency rates on state assessments. In addition, districts with above-average percentages of English learner students and students with special needs tend to have state assessment proficiency rates below the state average.
Districts with low proficiency rates on state assessments tended to have high concentrations of low-income students. The districts highlighted below had less than 25 percent of students proficient in mathematics or in English language arts in 2016/17.
LEGEND: Percentage of students eligible for free or reduced-price lunch
0–34% | 35–49% | 50–63% | 64–100% | Community Eligibility Provision district
Source: Washington Office of Superintendent of Public Instruction, State Report Card, 2011/12–2016/17
Districts with low proficiency rates on state assessments tended to have percentages of English learner students or students with special needs higher than the state average. The districts highlighted below had less than 25 percent of students proficient in mathematics or in English language arts in 2016/17.
LEGEND: Percentage of English learner students
0% | 0.1–2.9% | 3–8.9% | >9%
LEGEND: Percentage of students of special needs
<12% | 12–17% | >17%
Source: Washington Office of Superintendent of Public Instruction, State Report Card, 2011/12–2016/17
Student achievement and the teacher workforce
The characteristics of a district’s teacher workforce and its proficiency rates on state assessments are related. Districts with less than 50 percent of students proficient on state assessments tend to have higher teacher turnover rates and higher percentages of beginning teachers. It is important to note that these relationships are not causal—the data cannot show the degree to which teacher characteristics influence student achievement or the degree to which student achievement influences the characteristics of the teacher workforce.
Districts with less than 50 percent of students proficient on state assessments tend to have higher teacher turnover rates. The graph below shows the average percentage of teachers leaving their district each year between 2011/12 and 2015/16 by the percentage of students scoring proficient or advanced on state standardized assessments.
LEGEND: Percentage of students scoring proficient or advanced on state standardized assessments
English language arts | Mathematics | Science
Source: Washington Office of Superintendent of Public Instruction, State Report Card and S-275 Personnel Reporting, 2011/12–2016/17.
Districts with less than 50 percent of students proficient on state assessments tend to have higher percentages of beginning teachers. The graph below shows the average percentage of beginning teachers in districts from 2011/12 to 2016/17 by the percentage of students scoring proficient or advanced on state standardized assessments.
LEGEND: Percentage of students scoring proficient or advanced on state standardized assessments
English language arts | Mathematics | Science
Source: Washington Office of Superintendent of Public Instruction, State Report Card and S-275 Personnel Reporting, 2011/12–2016/17.
Questions to Consider
What instructional strategies and interventions have influenced improvements in Smarter Balanced assessment proficiency rates?
What supports might help improve teacher retention in low-achieving districts?
Key Findings
- Proficiency rates on state standardized assessments are rising after a sharp drop between 2013/14 and 2014/15, when the state switched to the Smarter Balanced assessments.
- Proficiency rates vary widely by grade level, subject area, and student group in and across school districts.
- Districts with low proficiency rates tend to have higher teacher turnover and less experienced teachers.
Proficiency rates vary widely by grade level, subject area, and student group in and across school districts.
LEGEND: Percentage of students who scored proficient or advanced on state standardized assessments
0–24% | 25–49% | 50–74% | 75–100% | No data available
Source: Washington Office of Superintendent of Public Instruction, State Report Card, 2011/12–2016/17
Washington transitioned to the Smarter Balanced assessments from the Measures of Student Progress assessments in 2014/15. Statewide proficiency rates—the percentage of students scoring proficient or advanced—dropped across all grade levels and subject areas between 2013/14 and 2014/15. (More information about the assessments Washington administers is on the Office of Superintendent of Public Instruction’s website.)
Student composition and state assessment proficiency rates
The composition of a district’s students is strongly related to achievement on state standardized assessments. In most districts, the proficiency rates for low-income students are within 25 to 49 percent (2014/15–2016/17). Districts with high concentrations of low-income students tend to have lower proficiency rates on state assessments. In addition, districts with above-average percentages of English learner students and students with special needs tend to have state assessment proficiency rates below the state average.
Districts with low proficiency rates on state assessments tended to have high concentrations of low-income students. The districts highlighted below had less than 25 percent of students proficient in mathematics or in English language arts in 2016/17.
LEGEND: Percentage of students eligible for free or reduced-price lunch
0–34% | 35–49% | 50–63% | 64–100% | Community Eligibility Provision district
Source: Washington Office of Superintendent of Public Instruction, State Report Card, 2011/12–2016/17
Districts with low proficiency rates on state assessments tended to have percentages of English learner students or students with special needs higher than the state average. The districts highlighted below had less than 25 percent of students proficient in mathematics or in English language arts in 2016/17.
LEGEND: Percentage of English learner students
0% | 0.1–2.9% | 3–8.9% | >9%
LEGEND: Percentage of students of special needs
<12% | 12–17% | >17%
Source: Washington Office of Superintendent of Public Instruction, State Report Card, 2011/12–2016/17
Student achievement and the teacher workforce
The characteristics of a district’s teacher workforce and its proficiency rates on state assessments are related. Districts with less than 50 percent of students proficient on state assessments tend to have higher teacher turnover rates and higher percentages of beginning teachers. It is important to note that these relationships are not causal—the data cannot show the degree to which teacher characteristics influence student achievement or the degree to which student achievement influences the characteristics of the teacher workforce.
Districts with less than 50 percent of students proficient on state assessments tend to have higher teacher turnover rates. The graph below shows the average percentage of teachers leaving their district each year between 2011/12 and 2015/16 by the percentage of students scoring proficient or advanced on state standardized assessments.
LEGEND: Percentage of students scoring proficient or advanced on state standardized assessments
English language arts | Mathematics | Science
Source: Washington Office of Superintendent of Public Instruction, State Report Card and S-275 Personnel Reporting, 2011/12–2016/17.
Districts with less than 50 percent of students proficient on state assessments tend to have higher percentages of beginning teachers. The graph below shows the average percentage of beginning teachers in districts from 2011/12 to 2016/17 by the percentage of students scoring proficient or advanced on state standardized assessments.
LEGEND: Percentage of students scoring proficient or advanced on state standardized assessments
English language arts | Mathematics | Science
Source: Washington Office of Superintendent of Public Instruction, State Report Card and S-275 Personnel Reporting, 2011/12–2016/17.
Questions to Consider
What instructional strategies and interventions have influenced improvements in Smarter Balanced assessment proficiency rates?
What supports might help improve teacher retention in low-achieving districts?