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Dr. William Allan Kritsonis, PhD Dissertation Chair for Robert Marcel Branch, PVAMU, Member of the Texas A&M University System
Citation preview
Hispanic Teacher Recruitment and
Retention Initiatives in Texas Schools
A Proposal DefenseBy
Robert M. Branch
Dr. William A. Kritsonis(Dissertation Chair)
Dr. David Herrington(Member)
Dr. Douglas Hermond(Member)
Dr. Camille Gibson(Member)
Committee Members
OutlineI. The ProblemII. Purpose of the StudyIII. Research QuestionsIV. Null HypothesesV. Significance of the StudyVI. Review of LiteratureVII. Research Design
The Problem The shortage of Hispanic educators plays a role in
the educational experiences of Hispanic students. 2006-2007 TEA data indicate that 21% of
teachers in Texas are Hispanic, but 46% of the students during the same year are Hispanic.
Previous findings indicate that increasing the number of Hispanic educators positively affects the educational attainment of Hispanic students (Darder, Torres, & Gutierrez, 1997).
Purpose of the Study To establish whether the number of
Hispanic teachers influence Hispanic student achievement and then identify methods to assist with the recruitment and retention of Hispanic teachers in Texas schools.
Conceptual Framework
Approaches of Administrators & District Personnel to Recruit &
Retain Hispanic Teachers
Internal Motivations
Of Hispanic Teachers
Hispanic Teacher
Recruitment & Retention
Initiatives in Texas Schools
The Impact of Academic Achievement for Hispanic
Students
Quantitative Research Question #1 Is there a corresponding increase in
the percent of Hispanic teachers with the increase of Hispanic Students in Texas from school years 2000 through 2007?
Quantitative Research Question #2 Is there a relationship between the
percent of Hispanic teachers and the percent of Hispanic students passing the TAKS Exit level examination in the core area of Mathematics?
Quantitative Research Question #3 Is there a relationship between the
percent of Hispanic teachers and the percent of Hispanic students passing the TAKS Exit level examination in the core area of English/Language Arts?
Qualitative Research Question #1 What factors influenced Hispanic
teachers to go into and remain in the teaching profession in the state of Texas?
Qualitative Research Question #2 What is the value of increasing the
number of Hispanic teachers in Texas school districts?
Qualitative Research Question #3 What are the approaches used by the
school districts to recruit and retain Hispanic teachers?
Qualitative Research Question #4 Which of these approaches appear to
be successful in recruiting and retaining Hispanic teachers?
Question to be answered by descriptive statistics:
Is there a statistically significant difference between the increase
in Hispanic student population in Texas high schools and the percent of Hispanic teachers in Texas high schools?
Null HypothesesH01 There is no statistically
significant correlation between the percent of Hispanic teachers in Texas high schools and the percent of Hispanic students passing the TAKS Exit Level Mathematics examination.
Null HypothesesH02 There is no statistically
significant correlation between the percent of Hispanic teachers in Texas high schools and the percent of Hispanic students passing the TAKS Exit Level English/Language Arts examination.
Significance of the Study This study will provide data to school
districts regarding effective recruitment and retention initiatives of Hispanic teachers.
School districts will be better equipped to hire and retain highly qualified Hispanic teachers for Hispanic students in their district in order to raise the achievement levels of these students.
Review of LiteratureThis section includes concepts of diversity in the teacher workforce and the impact that role models, successful interactions, and understanding play in the decision for minorities to be motivated to go into the teaching profession. It will also illustrate factors that research indicates as the contributor to why minorities do not remain in the profession.
Review of Literature
Author/Year Findings
U. S. Department of
Education, 2003
The United States Hispanic
student population has made the most
significant changes with a 6.4% increase compared to a White student decrease of 9.2% and a
small African-American student
increase of 1.1%.
Author/Year Findings
Ochoa, 2003 The achievement
trends of Hispanic
students over the past 20
years indicate that their
achievement in the three primary
content areas is not
competitive with the
achievement of White students in our nation.
Review of Literature
Author/Year Findings
National Center of Education
Statistics, 2003
The 2003 reports from
the NCES indicate that 16.9% of all teachers are minorities.
Author/Year Findings
Dee, 2004 In the year 2000, 8% of all teachers in the United States were African-American, 6% were Hispanic, and 84% were
White.
Review of Literature
Author/Year Findings
Zientek, 2007 Across certification
routes, ethnic groups and
teachers with varying
educational attainment were
equally committed to
teaching. African-American
teachers were the most committed,
with 90% planning to remain in
teaching for an extended time,
followed by 82% of Whites and
71% of Hispanics.
Author/Year Findings
Wehrman, 2002
Wehrman reported that it is
important in communities, which have substantial
populations of color, to have
teachers of color in the classrooms as role models. It was believed that if the teacher and student share a
prominent characteristic, deeper bonds
would be formed.
Review of Literature
Author/Year Findings
Dee, 2004 It has been reported that a teacher of color as a role model will also help to boost minority
students’ confidence and enthusiasm for
learning.
Author/Year Findings
Howard, 2003Howard suggests
students will benefit from having well-
trained teachers who
come from similar
racial/ethnic and linguistic backgrounds.
These teachers can contribute
to the students’ sense of
belonging and academic
achievement.
Review of Literature
Author/Year Findings
Kirby, Naftel, & Berends, 1999
Diversity in the teaching force
will foster knowledge and understanding
of different cultures on the
part of all teachers.
Author/Year Findings
Ingersoll, 2001; Johnson, Verg, & Donaldson,
2005
Attempts to alleviate the shortage of
teachers have taken place on multiple levels.
Some have focused on the attrition rates
and recommended
attention to mentoring and developing new
teachers.
Review of Literature
Author/Year Findings
Winter & Melloy, 2005
Urban high-poverty schools
are hard to staff according
to recent findings of Winter &
Melloy. Schools labeled as low achieving had
significant effects on the perceptions of
potential applicants.
Author/Year Findings
Darling-Hammond,
2003
Since the early 1990’s the number of
teachers who exit the teaching
profession has surpassed the
number of teachers who entered the profession. Schools are
always fighting an uphill battle
to staff classrooms
with qualified teachers.
Research Design Research Method – Mixed methods
using a complementary design. This includes descriptive and correlational analysis of existing data as well as data obtained from open-ended interview questions and surveys.
Quantitative – Data will be obtained from the Texas Education Agency (TEA) Academic Excellence Indicator System (AEIS) reports.
Research Design (continued) Qualitative – The qualitative data will
be collected with a questionnaire that will be given to Hispanic teachers and School/District Administrators. Data will also be collected by interviewing the Hispanic teachers and School/District Administrators.
Pilot StudyConvenience Sampling
30 Hispanic TeachersTest-Retest
ReliabilityTrustworthiness (Fair-Clear-Free of Bias)Changes based on inputs
Participants Excluded
Subjects of the StudySampling Method
Purposive sampling will be used in order to discover, understand, and gain insight from the school districts and Hispanic teachers.
Quantitative Five school districts in Southeast
Texas will be used in the study. These districts will be selected based on having met a criteria of employing at least 5% Hispanic teachers and serving at least 50% Hispanic students.
This data will be retrieved from the TEA database.
Qualitative 100 Hispanic teachers employed in Texas
schools with a teacher population of at least 5% Hispanic teachers and at least 50% Hispanic students as reported by TEA will be surveyed.
Of these 100 teachers, 30 will be interviewed.
10 School Principals and 5 Human Resource Directors will be asked open-ended questions and interviewed.
Analysis
Of Data
Quantitative
Qualitative Qualitative
1. TEA Demographic Data2. Hispanic Student Math Exit Level Taks Results (As Reported by the AEIS)
3. Hispanic ELA Exit Level Taks Results (As Reported by the AEIS)
Interviews of Hispanic Teachers,School Administrators & District Personnel
Questionnaires of Hispanic Teachers, School Administrators & District
Personnel
Analysis of Data (Quantitative)
ResearchQuestions
Question Addressed by Descriptive
Statistics
IndependentVariables
DependentVariables Statistics
Is there a corresponding
increase in the percent of
Hispanic teachers with the increase of
Hispanic Students in Texas from
school years 2000 through
2007?
There is no statistically significant difference
between the increase in Hispanic student
population in Texas high
schools and the percent of Hispanic
teachers in Texas high
schools.
Two Groups:
1) Hispanic Teachers in Texas Schools
2) Hispanic Students in Texas Schools
Difference of Increase/Decrease
Correlation using
Pearson r
Analysis of Data (Quantitative)
ResearchQuestions Hypothesis
IndependentVariables
DependentVariables Statistics
Is there a relationship between the percent of Hispanic
teachers and the percent of
Hispanic students
passing the TAKS Exit level examination in
the core area of
Mathematics?
There is no statistically significant correlation
between the percent of Hispanic
teachers in Texas high
schools and the percent of Hispanic students
passing the TAKS Exit Level
Mathematics examination.
Correlation using
Pearson r
Percentage of Hispanic Teachersin Texas Schools
Achievement levels
for Hispanic students taking
the TAKS Exit level
Mathematicsexamination
Analysis of Data (Quantitative)
ResearchQuestions Hypothesis
IndependentVariables
DependentVariables Statistics
Is there a relationship between the percent of Hispanic
teachers and the percent of Hispanic
students passing the TAKS Exit
level examination in the core area of
English/ Language Arts?
There is no statistically significant correlation
between the percent of Hispanic
teachers in Texas high
schools and the percent of Hispanic students
passing the TAKS Exit Level
English/Language Arts examination.
Correlation using
Pearson r
Percentage of Hispanic Teachersin Texas Schools
Achievement levels
for Hispanic students taking
the TAKS Exit level English/
Language Arts
examination
Analysis of Data (Qualitative)
Surveys/Questionnaire & Interviews
Data will be presented in
tabular to show categories & frequencies.The weighed mean will be computed for recruitment &
retentionfactors.
Responses for questions will be
categorizedinto emergent themes. These
will be presentedin tabular form
showing the categories withcorresponding
frequencies and percentages.
Inputs from theadministrators willbe identified,summarized andexplained.
Summary Recruitment and retention rates for
Hispanic teachers will be explored as well as an exploration of relationships between the percent of Hispanic teachers in Texas schools and the percent of Hispanic students who successfully pass the exit level TAKS examination. Both qualitative and quantitative research approaches will be used to analyze data for the study.