Assessing State Progress in Meeting the Highly Qualified Teacher (HQT)
Goals

Protocol for Department of Education (ED) Review to Determine

Which States Must Submit Revised HQT Plans

State: NORTH CAROLINA

Date of Review: 5/3/06

Overall Recommendation:

\_\_\_\_\_ Revised Plan Not Required: The State is making substantial
progress and is not required to submit a revised HQT plan

\_\_\_\_ Revised Plan Required: The State has shown good-faith effort in
meeting the HQT goal but a revised HQT plan is required

\_\_X\_\_\_ Revised Plan Required, Possible Sanctions: The State has not
shown good-faith effort in meeting the HQT goal. A revised HQT plan is
required and the Department will consider appropriate administrative
actions or sanctions

Comments to support recommendation:

-   North Carolina has made significant progress in establishing HQT
    definitions that are consistent with the NCLB HQT requirements.

-   North Carolina produces annual report cards that contain NCLB HQT
    information and submitted CSPR data for 2004-05. However, the State
    excluded special education teachers from its HQT data. Therefore, it
    is not possible to determine accurately the percentage of classes
    taught by HQTs or the annual progress the State is making in
    reaching the goal.

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-   While the State has many successful strategies that address teaching
    inequities in schools with large high-poverty and minority student
    populations, it appears to lack a cohesive written plan to ensure
    that all students have access to a high quality teacher.

Decision

Approve \_\_\_\_\_\_[X]{.underline}\_\_\_\_\_\_\_\_ Signature [Elizabeth
A. Witt /s/]{.underline} Date [5/10/2006]{.underline}

Disapprove \_\_\_\_\_\_\_\_\_\_\_\_ Signature
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date
\_\_\_\_\_\_\_\_\_\_\_\_

Requirement 1: [Appropriate HQT Definitions]{.underline}---A State must
have a definition of a "highly qualified teacher" that is consistent
with the law, and it must use this definition to determine the status of
all teachers, including special education teachers, who teach core
academic subjects \[ESEA §9101(23); IDEA §602(10)\].

  ---------------- ------------------------------------------------------
  Y/N/U            Evidence

  Y                Does the State have an appropriate HQT definition in
                   place?

  Y                Do the definitions apply to all teachers of core
                   academic subjects, including special education
                   teachers?

  Y                Has the State used these definitions to determine the
                   HQ status of all teachers?

  N                If the State has established HOUSSE procedures, has it
                   completed its review of teachers who are not new to
                   the profession?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_\_ Requirement 1 has been met

\_X\_ Requirement 1 has been partially met

\_\_\_ Requirement 1 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline[^1]

[Supporting Narrative]{.underline}:

-   The Department has monitored the State and found that its HQT
    definitions are in compliance with the NCLB HQT requirements.

-   North Carolina is in the process of conducting its final HOUSSE
    review of its veteran teachers.

Source: SEA Monitoring Protocol, Monitoring Report for the December 6-7,
2004 visit (2/23/05), North Carolina State Response (5/4/05), ED
Resolution Letter (8/9/05).

Requirement 2: [Public Reporting of HQT Data]{.underline}---A State must
provide parents and the public with accurate, complete reports on the
number and percentage of classes in core academic subjects taught by
highly qualified teachers. States and districts must provide these data
to parents through school, district, and State report cards. Parents of
students in schools receiving Title I funds must be notified that they
may request information regarding the professional qualifications of
their children's teachers, and they must be notified if their children
have been assigned to or taught for four or more consecutive weeks by a
teacher who is not highly qualified \[ESEA §1111(h)(6) and §1119(i)\].

  ---------------- ------------------------------------------------------
  Y/N/U            Evidence

  N                Does the State have an Annual State Report Card that
                   contains required information on the qualifications of
                   teachers, including the percentage of classes not
                   taught by highly qualified teachers?

  N                Does the State have annual report cards for all of its
                   LEAs and schools that contain required information on
                   the qualifications of teachers, including the
                   percentage of classes not taught by highly qualified
                   teachers?

  Y                Does the State assure that all report cards are
                   available to the public?

  Y                Does the SEA assure that principals in all Title I
                   schools send the required notification to parents when
                   children are taught by teachers who are not HQ? Does
                   the SEA have evidence that notification occurs in a
                   timely way?

  Y                Does the SEA ensure that parents of students in Title
                   I districts are notified that they may request
                   information regarding the professional qualifications
                   of their children's teachers?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided

\* HQT data at the LEA level are presented for classes taught by HQTs,
not the inverse.

[Finding]{.underline}:

\_\_\_ Requirement 2 has been met

\_\_\_ Requirement 2 has been partially met

\_X\_ Requirement 2 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative]{.underline}:

Website link to report cards:
http://www.ncschoolreportcard.org/src/stateDetails.jsp?Page=1&pYear=2004-2005

The most recent report card data are for the 2004-2005 year.

Were HQT data included in the report cards? Yes

Other information (if available):

-   North Carolina excluded special education teachers from its HQT
    data. Therefore, the annual report cards do not reflect accurate HQT
    data.

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-   As part of its Title II, Part A monitoring review of North Carolina,
    ED determined that the State was in compliance with Title I hiring
    and parental notification issues. The State exercised its option
    under Ed Flex to grant waivers to districts that provided
    flexibility in when a teacher hired in Title I schools could become
    highly qualified.

Source: SEA Monitoring Protocol, Monitoring Report for the December 6-7,
2004 visit (2/23/05), North Carolina State Response (5/4/05), ED
Resolution Letter (8/9/05).

Requirement 3: [Data Reporting to ED]{.underline}---States must submit
complete and accurate data to the U.S. Secretary of Education on their
implementation of the HQT requirements as part of their Consolidated
State Performance Report (CSPR). In addition to reporting the number and
percentage of core academic classes being taught by highly qualified
teachers in all schools, States must report on the number and percentage
of core academic classes being taught in "high-" and "low-poverty"
schools \[ESEA §1111(h)(4)(G) and §9101(23)\]. States must also provide
additional information in the CSPR that describes, for classes taught by
non-HQ teachers, the reasons why the teachers are not highly qualified.

  ---------------- ------------------------------------------------------
  Y/N/U            Evidence

  Y                Did the State submit complete HQT data in the 2004-05
                   CSPR?

  Y                Are the submitted HQT data reported at the classroom
                   level?

  Y                Were data disaggregated for elementary and secondary
                   schools?

  Y                Were data disaggregated by high- and low-poverty
                   elementary schools and high- and low-poverty secondary
                   schools?

  Y                Did the State provide specific information describing
                   the reasons why teachers are not highly qualified?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_X\_ Requirement 3 has been met

\_\_\_ Requirement 3 has been partially met

\_\_\_ Requirement 3 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative]{.underline}:

-   North Carolina reported 2004-05 HQT data in its 2006 CSPR by the
    required disaggregated categories. However, the State excluded
    special education teachers from its HQT data. Therefore, it is not
    possible to determine accurately the percentage of classes taught by
    HQTs or the annual progress the State is making in reaching the
    goal.

-   The State reported its greatest challenge in meeting the HQT goal is
    secondary classes taught by certified general education teachers who
    have not demonstrated subject-matter competence in those subjects
    (33 percent of classes not taught by HQT) followed by secondary
    classes taught by teachers who are not fully certified (29 percent).

Source: Consolidated State Performance Report, March 2006.

Requirement 4: [Equity Plans]{.underline}---States must have a plan in
place to ensure that poor or minority children are not taught by
inexperienced, unqualified, or out-of-field teachers at higher rates
than are other children \[ESEA §1111(b)(8)(C)\].

  ---------------- ------------------------------------------------------
  Y/N/U            Evidence

  U                Does the State have a plan in place to ensure that
                   poor or minority children are not taught by
                   inexperienced, unqualified, or out-of-field teachers
                   at higher rates than are other children?

  U                Does the plan include specific strategies for
                   addressing inequities in teacher assignment?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_\_ Requirement 4 has been met

\_X\_ Requirement 4 has been partially met

\_\_\_ Requirement 4 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative]{.underline}:

-   During the State's monitoring review, ED did not ask North Carolina
    about its plan to ensure that poor or minority children are not
    taught by inexperienced, unqualified, or out-of-field teachers at
    higher rates than are other children A review of the State's website
    and use of State Activities Funds found that North Carolina has
    various strategies for recruiting and retaining experienced and
    high-quality teachers in hard to staff schools. However, it appears
    that the State lacks a cohesive written plan to ensure that poor and
    minority children are not taught by inexperienced, unqualified, or
    out-of-field teachers at higher rates than are other children.

Source: SEA Monitoring Protocol, Monitoring Report for the December 6-7,
2004 visit (2/23/05), North Carolina State Response (5/4/05), ED
Resolution Letter (8/9/05).

[Analysis of the State's Progress Toward Meeting the HQT
Goal:]{.underline}

Has the State made annual progress in increasing the percent of classes
taught by highly qualified teachers?

[2002-03 data (from 2004 CSPR):]{.underline}

+---------------------+-----------+----------------+------------------+
| **School Type**     | **Total   | **Number of    | **Percentage of  |
|                     | Number of | Core Academic  | Core Academic    |
|                     | Core      | Classes Taught | Classes Taught   |
|                     | Academic  | by Highly      | by Highly        |
|                     | Classes** | Qualified      | Qualified        |
|                     |           | Teachers**     | Teachers**       |
+---------------------+-----------+----------------+------------------+
| ####### A           | **NA**    | **NA**         | **83**           |
| ll Schools in State |           |                |                  |
+---------------------+-----------+----------------+------------------+
| > **All Elementary  | **NA**    | **NA**         | **NA**           |
| > Schools**         |           |                |                  |
+---------------------+-----------+----------------+------------------+
| **All Secondary     | **NA**    | **NA**         | **NA**           |
| Schools**           |           |                |                  |
+---------------------+-----------+----------------+------------------+
| **High-Poverty      | **NA**    | **NA**         | **78**           |
| Schools**           |           |                |                  |
+---------------------+-----------+----------------+------------------+
| **Low-Poverty       | **NA**    | **NA**         | **NA**           |
| Schools**           |           |                |                  |
+---------------------+-----------+----------------+------------------+

[2003-04 data (from 2005 CSPR):]{.underline}

+---------------------+----------+-----------------+------------------+
| **School Type**     | **Total  | **Number of     | **Percentage of  |
|                     | Number   | Core Academic   | Core Academic    |
|                     | of Core  | Classes Taught  | Classes Taught   |
|                     | Academic | by Highly       | by Highly        |
|                     | C        | Qualified       | Qualified        |
|                     | lasses** | Teachers**      | Teachers**       |
+---------------------+----------+-----------------+------------------+
| ####### A           | **2      | **229,665**     | **85.0**         |
| ll Schools in State | 71,632** |                 |                  |
+---------------------+----------+-----------------+------------------+
| > **All Elementary  | **1      | **88,997**      | **88.0**         |
| > Schools**         | 00,542** |                 |                  |
+---------------------+----------+-----------------+------------------+
| **All Secondary     | **1      | **140,668**     | **82.0**         |
| Schools**           | 71,090** |                 |                  |
+---------------------+----------+-----------------+------------------+
| **High-Poverty      | **       | **32,853**      | **82.0**         |
| Schools**           | 40,102** |                 |                  |
+---------------------+----------+-----------------+------------------+
| **Low-Poverty       | **       | **87,162**      | **87.0**         |
| Schools**           | 99,808** |                 |                  |
+---------------------+----------+-----------------+------------------+

[2004-05 data (from 2006 CSPR):]{.underline}

+---------------------+----------+-----------------+------------------+
| **School Type**     | **Total  | **Number of     | **Percentage of  |
|                     | Number   | Core Academic   | Core Academic    |
|                     | of Core  | Classes Taught  | Classes Taught   |
|                     | Academic | by Highly       | by Highly        |
|                     | C        | Qualified       | Qualified        |
|                     | lasses** | Teachers**      | Teachers**       |
+---------------------+----------+-----------------+------------------+
| ####### A           | **       | **56,824**      | **88.0**         |
| ll Schools in State | 64,357** |                 |                  |
+---------------------+----------+-----------------+------------------+
| #####               |          |                 |                  |
| ## Elementary Level |          |                 |                  |
+---------------------+----------+-----------------+------------------+
| **High-Poverty      | *        | **5,912**       | **88.0**         |
| Schools**           | *6,687** |                 |                  |
+---------------------+----------+-----------------+------------------+
| **Low-Poverty       | *        | **8,384**       | **93.0**         |
| Schools**           | *9,039** |                 |                  |
+---------------------+----------+-----------------+------------------+
| > **All Elementary  | **       | **29,438**      | **92.0**         |
| > Schools**         | 32,030** |                 |                  |
+---------------------+----------+-----------------+------------------+
| # Secondary Level   |          |                 |                  |
+---------------------+----------+-----------------+------------------+
| **High-Poverty      | *        | **4,158**       | **79.0**         |
| Schools**           | *5,292** |                 |                  |
+---------------------+----------+-----------------+------------------+
| **Low-Poverty       | **       | **9,066**       | **88.0**         |
| Schools**           | 10,261** |                 |                  |
+---------------------+----------+-----------------+------------------+
| **All Secondary     | **       | **27,386**      | **85.0**         |
| Schools**           | 32,327** |                 |                  |
+---------------------+----------+-----------------+------------------+

[Finding]{.underline}:

\_\_\_ The State is making annual progress in increasing the percentage
of classes taught by highly qualified teachers

\_X\_ The State is not making annual progress in increasing the
percentage of classes taught by highly qualified teachers

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative]{.underline}:

-   North Carolina excluded special education teachers from its CSPR
    data. Therefore, it is not possible to determine accurately the
    percentage of classes taught by HQTs or the annual progress the
    State is making in reaching the goal.

Source: Consolidated State Performance Reports; Follow-up to the 2004-05
CSPR data verification (5/1/06).

The 2004-05 CSPR data must show that the State has made substantial
progress in reaching the goal that, after the 2005-06 school year, 100
percent of all core academic classes will be taught by a highly
qualified teacher.

  ---------------- ------------------------------------------------------
  Y/N/U/NA         Evidence

  U                Is the percentage of classes taught by highly
                   qualified teachers in high-poverty elementary schools
                   reasonably close to (e.g., within 5 points) the
                   percentage of classes taught by highly qualified
                   teachers in low-poverty elementary schools?

  U                Is the percentage of classes taught by highly
                   qualified teachers in high-poverty secondary schools
                   reasonably close to (e.g., within 5 points) the
                   percentage of classes taught by highly qualified
                   teachers in low-poverty secondary schools?

  U                Has the State made substantial progress since 2002-03
                   in reaching the goal of 100 percent of classes taught
                   by highly qualified teachers?

  U                Are at least 90 percent of classes, in total, taught
                   by highly qualified teachers?

  U                Are at least 90 percent of elementary school classes
                   taught by highly qualified teachers?

  U                Are at least 90 percent of secondary school classes
                   taught by highly qualified teachers?

  NA               If more than 90 percent of classes are taught by
                   highly qualified teachers, do the data on teachers who
                   remain non-HQT suggest special cases that may make it
                   difficult for the State to meet the HQT goal?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided; NA=Not Applicable

[Finding]{.underline}:

\_\_\_ The State has made substantial progress in meeting the HQT goal

\_X\_ The State has not made substantial progress in meeting the HQT
goal

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative]{.underline}:

-   North Carolina excluded special education teachers from its CSPR
    data. Therefore, it is not possible to determine accurately the
    percentage of classes taught by HQTs or the annual progress the
    State is making in reaching the goal.

Source: Consolidated State Performance Reports; Follow-up to the 2004-05
CSPR data verification (5/1/06).

How does the State's progress in meeting the HQT goal align with its
progress in ensuring that all schools make adequate yearly progress
toward the goal of improvement in student achievement in reading and
mathematics?

  ---------------- ------------------------------------------------------
  Y/N/U/NA         Evidence

  N                Does improved and exemplary statewide student
                   achievement on NAEP or on the State assessment
                   indicate that significant revision to the State's HQT
                   plan is not required, even if more than 10 percent of
                   classes are taught by teachers who are not HQ?

                   Do districts or schools that are in need of
                   improvement or in corrective action status have higher
                   percentages of teachers who are not highly qualified
                   than do other schools?
  ---------------- ------------------------------------------------------

[Finding]{.underline}:

\_\_\_ The State is making adequate yearly progress in student
achievement in nearly all of its districts and schools

\_\_\_ The State is not making adequate yearly progress in student
achievement in a substantial number of its schools or districts

\_\_\_ The State is not making substantial progress in meeting the HQT
goal in many of the schools and districts that are not making AYP

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative]{.underline}:

[^1]: ^\*^ In general, the submission deadline for additional
    information will be 30 business days after the date of the request.