Land, Learn, Leave: Florida's School Destabilization

• In Event: 54.051 - Education on Trial: Challenging the Constitutionality of Florida's Public Education System

Abstract

Objective
This study examines the allocation, evaluation, and retention of alternatively certified Teach for America (TFA) teachers across grade levels, subject areas, and remedial placements within schools of high poverty, minority populations, and labeled, “on improvement plans,” over multiple years in Duval and Miami-Dade County.

Theoretical framework
O’Toole & Meier, (2000) define Network theory as “underlying public policy making,” with ideologically congruent “shared goals” (p. 266). Network theory, employed in this study, illustrates how public policy makers, in Florida, aligned with TFA, the education reform model of choice, and ignored research on novice practitioner teacher development (Sabers, D., Cushing, K., & Berliner, D. (1991); Heilig, J.V. & Jez, S.J. (2010); Kirp (2013-2014); Brewer & De Marrais, (2015).

Methods
Sabatier and Jenkins-Smith’s (1993) content analysis blends qualitative and quantitative analysis to extract patterns and make inferences from a range of sources, documents and interviews, and is the mode of inquiry employed in this study. School districts supplied personnel data from over 600 TFA teachers. These data were reviewed analyzed, coded, and triangulated with the other data sources.

Data
The following documents were analyzed and coded for this study:
Personnel Data
DCPS CAST Data (Collaborative Assessment System for Teachers)
Miami-Dade and Duval County TFA Teacher school data
Second Amended Complaint- Case No. 09-CA-4534
Teach For America: U.S. Form 990
School Board Contracts/Invoices TFA/ DCPS
Select school web sites
State of Florida statues and Education legislation
Phone conversation with State of Florida Superintendent for Evaluation and Assessment

Results
From 2004 through 2015 multiple state policies have facilitated the implementation of TFA into Florida schools, with some directly naming TFA specifically and providing funds directly to TFA. The data confirm that TFA teachers were hired in high numbers in particular schools within Miami-Dade and Duval Counties with upwards of 95 percent minority and economically disadvantaged populations. TFA teachers were clustered in the same early childhood grades (K-2). A small percentage (2%) arrived with their teaching credential and degree in education. However, the majority were unprepared and teaching out-of-field. Extensive review of data affirms that 98 of every one hundred TFA teachers left their assigned school after three years. The highest number of former TFA teachers pursue careers in law, followed by careers with TFA, in non-classroom teaching roles. The author suggests that the State of Florida encourages policies that “destabilize” educational efficiency, and safety in some schools.

Significance
This study offers significant implications for educational equity cases nationally. The State of Florida encourages and sustains policies that “destabilize” education, yet places blame upon districts in court. Over a sustained period, Florida’s policies contributed to destabilizing schools, teaching, and communities. The results of this study counters the statements of Florida House Speaker, Steve Crisafulli (R-Merritt Island) on May 26, 2016, (which were made in regard to the trial verdict): “The weight of the evidence shows that the State has made education a top priority both in terms of implementation of research-based education policies and reforms, as well as education funding.”

Author

• Barbara Torre Veltri, Northern Arizona University