During 2020-21, a year hit heavy by the pandemic, the number of beginning paraeducators sharply declined. [Read more…] about Number of new instructional paraeducators per school year
The Professional Educator Standards Board (PESB) uses a variety of data to inform policy decisions and assess the effectiveness of our initiatives. These data originate from sources such as licensure and certificate programs, from fellow state agencies such as the Office of the Superintendent of Public Instruction (OSPI), as well as directly from the test vendors. Our partners and stakeholders can use these data points to help inform and support their own work.
PESB understands the complex issues related to research and data when it comes to racial equity. We recognize the importance of analyzing data by race-ethnicity, and aim to disrupt the legacy of harm caused by inappropriate research methods and (mis)use of data to make claims about others. PESB strives for data relations and literacy that support transparency, public accountability, informed decision-making, and active community and stakeholders partnerships. We aim to employ equitable data practices to forward PESB’s vision of “an equity-minded educator workforce that facilitates learning and growth for each and every student.”
How do I use the data portal?
The search box on the right hand side of the page (or bottom of the page, if you are on a mobile device) allows you to refine the data queries based on the contents of the data and the school years involved. You can also page through all of the data queries in the portal using no filters.
How do I use these data?
In addition to PESB’s use of these data for its work, many partners and stakeholders including educator preparation programs, education researchers, professional organizations, media, legislative staff, and elected officials look to PESB to provide insight and responses to questions related to educator preparation, licensure, and workforce in Washington State. PESB aims to provide the most valuable and accurate data possible. To do that, we collaborate closely with data contributors to make sure that data inquiries can be clearly displayed and understood.
Why could these data look different from other data?
There are a variety of data sources that could be used, and depending on which one is used (or in combination), there may be variance in reported numbers. The caveats and methodology section of each data display include its data source and the analytic choices made that could impact the numbers PESB reports.
We hope that as you explore these pages and make meaning from these data, additional questions and feedback emerge. Please send all comments or questions to email@example.com.
The overall number of instructional paraeducators in the state somewhat declined during 2020-21. [Read more…] about Number of total instructional paraeducators by school year
The teacher workforce, while increasing in racial diversity, is not representative of the diversity of Washington’s students. [Read more…] about Washington teacher and student detailed demographics
This data shows what percentage of beginning teachers hired in each district and school are people of color. [Read more…] about Hiring rates of diverse beginning teachers by district and school
As teacher diversity varies greatly across the state, to share on local conditions PESB has created this interactive tool showing the percentage of students of color versus the percentage of teachers of color by school district. [Read more…] about Percent teachers of color to students of color by school district
An increasing number of teachers are adding additional endorsements to their certificates. In 2020-21, the most popular add-on endorsements were English Language Arts and Middle Level Mathematics. [Read more…] about Teachers adding an endorsement
K-12 students are more diverse than the educator workforce and completers of teacher preparation programs. The biggest representation gap between teacher preparation program completers and K-12 student composition is Hispanic / Latino of any race. In 2018-2019, this gap was 16.8% (23.6% of K-12 students were Hispanic / Latino and 6.8% of alternative route completers were Hispanic / Latino). To close this gap, teacher preparation program completers will need to be at least as diverse as the K-12 student population, if not more. [Read more…] about Race-ethnicity of teacher preparation program completers and K-12 students