I have been curious about the teacher pipeline in Maryland. So I did what I do when I have a question, I started looking for the available data.
So, I looked at the data published by the Maryland State Department of Education on the prior experience of new hires. According to the data, 58% (2,513) of newly hired Maryland teachers are new to teaching, 19% worked in another state (or the District of Columbia or Porta Rico) just prior, 13% worked in another Maryland county, 9% worked in a Maryland nonpublic school, and the remaining worked in another county or at the SEED School. This data set does not have information about the preparation of new teachers, so I do not know if they received their teaching training at a Maryland institution of higher education or in another state or country. When I have time I will look at other sources of data.
Played around with showing Non-FARMS High School graduates who earn a college degree by age 25. The Maryland Longitudinal Data System Center publishes the data as a percentage of high school graduates that enroll in college. I used their published numbers to see the total high school graduates. I was originally interested in FARMs students, but the data was repressed for most of the schools.
As always this is just me exploring the data that is available. I am trying to make sense of the data and be able to remember the information.
I am exploring using a map to display college enrollment data for Anne Arundel County. Unfortunately, I only have a shapefile that includes Crofton HS, which is a new school, so the boundaries do not reflect the boundaries at the time. The are other specialized high schools in the county that are not reflected in the data. Since I haven’t done mapping in a while I had to remember how to upload the data, but I figured it out pretty quickly.
I am a sucker for outcome data by state. I like to take the data from these reports and graph the Maryland data.
This is primarily a blog about me exploring data visualization. I am having trouble flipping the order of the categories, I would like “completed at starting institution” to be on the bottom. I think that being able to easily control the order of the categories is very important. The order shown hides the percentage of students that have graduated from any institution.
I figured it out, but I had to reenter the data. I would also like to add national data on the same chart, but that does not seem to be an option anymore.
Apparently, I can add national data if I make a stacked bar chart, but not for a stacked column chart.
I have been busy with other work, so I have not had much time to post. I have been using the information from my past posts in my other work, so I think this is a valuable use of my time. I am learning how to better visualize data and better able to remember what data I have already examined. The other day I got asked a question about dual enrollment, and the first place I looked to answer the question was at an old blog post I had written earlier in the year.
Today, I am taking a brief look at educator qualifications. I have not looked at this data before, and I saw it was posted on the Maryland State Department of Education’s website.
Types of Educator Qualifications
First I looked at the types of data that they publish. They publish the count and percent of inexperienced educators, inexperienced teachers, out-of-field teachers, and teachers with emergency or provisional credentials. The data has two files, one by poverty level and the other by students of color. I love that I can download this data in an Excel file easily, but a weakness of the data presentation is that I’m not always sure what the definitions mean and there isn’t any easily accessible documentation. I could probably get additional information if I asked, but it isn’t worth it for my purposes which are learning data visualization techniques, getting a better idea about the data available, and remembering what I have read.
For this chart, I kept it in the order that the data is published, which is mostly alphabetical with Baltimore City, SEED, School, and statewide at the bottom. For a more formal chart, I would move Baltimore City up into alphabetical order and decide what to do about SEED and statewide. That level of effort didn’t seem reasonable for this exploratory chart.
For this split bar chart, I think that it is interesting that the grayed-out area does not equal 100%, rather I think it is the largest value in the column. I’m not sure what I think about it, but I do think it makes it easier to compare some of the larger values.
I wonder why some local school systems have more educators and teachers that are inexperienced, teaching out-of-field, or on an emergency or provisional credential. I will have to do more research into this area, but it is good to know this data exists for my future work. Next, I plan to dig deeper into the out-of-field teachers poverty level.
Statewide about 14% of 12th graders in the 2019-2020 school year had participated in a dual enrollment program during high school; however, dual enrollment participation various by local school system. Approximately 50% of 12th graders from Frederick County Public School System participate in dual enrollment, while only about 3% of 12th graders from Anne Arundel County Public Schools participate.
In general, the counties with larger enrollment have fewer students participating in dual enrollment programs. Frederick County, and to a lesser extent Howard County, are the only larger systems with dual enrollment participation over the statewide average. Local school systems set their own rules about participation and establish relationships with colleges.
Overall 17 counties have dual enrollment programs
This map presents the same data in map format.
Dual Enrollment in Frederick County
Frederick County has the highest participation in dual enrollment programs in the State. Fifty percent of 12th graders in the county during the 2019-2020 school year participated in a dual enrollment program sometime during high school. As shown below, 75% of those who participated in dual enrollment earned between 0.5 and 2 credits.