LANSING – Michigan came closer to being a finalist for federal “Race to the Top” money for schools in the second round of the program, but fell short primarily for a lack of pathways for aspiring educators and improving teacher effectiveness, according to reviews of the state’s application.
Michigan’s average score from the reviewers was about 20 points better than the first round of funding for the program, but with an average score of 381.6, that was still short of the 400-level needed for consideration as a finalist. The state scored 23rd of the 36 applicants.
The state earned its best marks on its success factors, standards of assessments and plans to address the most struggling schools.
But it was clear the category “Great Teachers and Leaders” is what deprived the state of the $400 million it hoped to win to implement the reforms the Legislature passed and Gov. Jennifer Granholm signed in December 2009.
Reviewers indicated the state did not include in the application the statute on alternative teacher certification pathways. For example, the state got 0 of 7 possible points on preparing teachers and principals to fill areas of shortage from one reviewer.
“The state did not adequately address this criterion,” the reviewer wrote. “The narrative describes Michigan as ‘an exporter’ state suggesting that it is producing more teachers than it needs. However, even exporter states can face shortages within certain subject areas such as math and science or within some localities such as inner cities or rural communities.”
Reviews also were negative on the state’s efforts to ensure the equitable distribution of effective teachers and principals with one giving the state just eight of 25 possible points.
“While the state will promote the portability of tenure to attract highly effective teachers to hard-to-staff subjects, schools and districts by informing districts of their options to waive tenure requirements for experienced teachers who they employ in high-need areas, the state’s plan does not clearly lay out a coherent strategy for ensuring that students in high-poverty and/or high-minority schools have equitable access,” a reviewer wrote.
A reviewer also dinged the state for failing to continuously improve the effectiveness of its support to teachers and principals, giving the state just two of 10 possible points. The state had mentioned a grant program to measure the effectiveness of professional development during the grant period.
“The state provides a weak, one paragraph description of how it will measure, evaluate and continuously improve the effectiveness of teacher and principal supports in order to improve student achievement,” the reviewer wrote. “This is a bare-bones plan with little detail.”
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