The edTPA is a performance assessment that teacher candidates must pass prior to becoming a certified teacher. Passing the edTPA is one way PESB knows if teacher candidates have been prepared with the skills necessary to serve K-12 students well. In 2017 the edTPA passing score was increased. In 2018-19 data collection moved to the Education Research and Data Center (ERDC). In 2020 PESB began a multiple measures pilot allowing teacher candidates to demonstrate alternative evidence of effective performance. [Read more…] about Teacher candidate edTPA assessment pass rate and average score
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 firstname.lastname@example.org.
The WEST-E or NES is a content knowledge assessment that teacher candidates must pass prior to becoming a certified teacher. Passing the WEST-E or NES is one way PESB knows if teacher candidates have been prepared with the knowledge necessary to serve K-12 students well. In 2018-19 data collection moved to the Education Research and Data Center (ERDC) In December 2020, PESB implemented a policy allowing for case by case exceptions (doc) to the content knowledge assessment requirement. [Read more…] about Teacher candidate NES / WEST-E assessment pass rate and average score
The majority of teacher preparation program completers and the educator workforce are women. In 2018-2019, 22.08% of the educator workforce was male. To close this representation gap, teacher preparation program completers will need to be more proportionally male and gender X (non-binary and other gender choices). Data collection around non-binary and other genders is still very new and is likely not representative. [Read more…] about Gender of teacher preparation program completers and K-12 students
Qualified special education teachers continue to be a significant shortage area in Washington’s educator workforce. The percentage of conditional certificates issued in special education continues to increase. [Read more…] about Percentage of conditional certificates issued in special education
Limited certificates allow for hiring flexibility and can act as entry points to the profession. Districts can request a limited certificate for an individual who has not completed all the requirements for the regular certificate for that role. The number of limited certificates issued sharply increased between 2011 and 2018; a clear indicator of an educator shortage. Since 2018, the number of limited certificates issued has leveled off. [Read more…] about Number of limited certificates issued per year
K-12 courses are generally taught by teachers who often have an endorsement that PESB has matched to that course, but districts can choose to place a teacher in an out of endorsement assignment. In 2019-20, the amount of student time spent in class with out-of-endorsement teachers ranged from 0% to approximately 62.95%, depending on the district. [Read more…] about K-12 student time spent in courses taught by an out-of-endorsement teacher
The three-year persistence rate for those who completed a Professional Growth Plan (PGP) is about ten percentage points higher for educators of color and white educators. This is interesting data inviting further investigation. [Read more…] about Professional Growth Plan (PGP) impact on persistence