teacher assignment monitoring outcomes (amo)

Teaching Assignment Monitoring Outcomes (TAMO) Data Dashboard

• Comprehensive subject matter training and demonstrated proficiency in the subject(s) they will teach
• Completed an accredited teacher preparation program and demonstrated their effectiveness in teaching through a performance assessment
• Completed at least 600 hours of student teaching
• Earned a credential in either multiple subjects, single subjects, or specialized education

* This definition is not to be confused with the process of “clearing” a preliminary teaching credential through the completion of a Commission-approved General Education Induction Program.

• Parents, Families, and Community Members: By accessing this information, families and community members can get a clearer picture of the qualifications of teachers in their children’s schools, which can inform their decision-making and equip them with information to advocate for change.
• Education Administrators: School and district leaders can analyze this data to optimize teacher placement and ensure students have equitable access to well-prepared educators.
• Policymakers: Decision-makers crafting educational policies and practices can use this data as a foundation for setting goals for improvement and targeting investments and supports in recruiting, hiring, and retaining fully prepared teachers.

This map displays the percentage of full-time teaching assignments deemed “Clear” across each school district in California. A “Clear” assignment means that a class is taught by a teacher with all of the appropriate credentials.

• During the 2020-2021 academic year, 83% of teaching assignments across the state were “clear”.
• During the 2021-2022 academic year, 84% of teaching assignments across the state were “clear”.
• Orange Districts: These have a lower percentage of clear teaching assignments than the state average.
• Blue Districts: These exceed the state average in terms of the percentage of clear assignments.
• Left-Hand Side Filters
• Scroll to the bottom left of the map.
• Search by location using filters like district type, county name, or district name.
• The “all” option allows you to search for and select one or multiple specific entities.
• Right-Hand Side Filters
• Search by “clear” assignments in specific school districts.
• Use filters to hide/show districts based on student group percentages served by the district.
• To reset any filters, click the red “X” over the funnel icon located on the upper right-hand side of any filter section.
• Use the dropdown list on the bottom-right of the tool to search by student demographics and use the filters below to show or hide districts based on the percentage of students that are in a given student group served by the district. Click the red “X” over the funnel icon in the upper right-hand side of any filter to clear the selection. You can search by percentage of low-income students, percentage of English learners students, percentage of students with disabilities, percentage of Black students, and percentage of Latino students
• ‘Clear’ Teaching Assignments: “Clear” teaching assignments are those where all relevant attributes or dimensions of a teacher placement are properly authorized. This typically means that the teacher holds either a clear or preliminary credential suitable for the content, student groups, or grades they’re instructing in a particular class or course section.
• ‘Out-of-field’ Teaching Assignments: “Out-of-field” teaching assignments are those where the teacher has a teaching credential but not for the subject of the class and is teaching with a limited permit. 
• ‘Intern’ Teaching assignments: “Intern” teaching assignments are those where the teacher has an intern credential but has not yet completed a teaching program.
• ‘Ineffective’ Teaching Assignments : “Ineffective” teaching assignments are those where the teacher does not have the credentials or permit to teach the class.
• ‘Incomplete’ Teaching Assignments : “Incomplete” teaching assignments are those where there is missing or incorrect information.

Please visit the California Department of Education’s website for more information.

• Webinar Slide Deck
• English Recording of the Webinar
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• Spread the word: Share information about the TAMO tool with your community, school, or organization.
• Feedback: Let us know your thoughts on the dashboard by completing this form .
• Use hashtags to share on social media about the assignments for schools and teachers in your district: #TAMODataDashboard

At EdTrust-West, we believe a different California is possible: a California that ensures that Black, Latinx, Asian, Pacific Islander and Native American students’ futures are as bright as their dreams are big. We believe that our state’s schools, colleges, and universities can form the bedrock of a more just California.

Committed to advancing policies and practices to dismantle the racial and economic barriers embedded in California’s education system.

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Karla Fernandez

Communications Manager

Karla Fernandez (she/her/hers) joins Ed Trust–West as a Communications Manager with over 11 years of experience advancing social impact initiatives.

Karla started her career as a teacher at Chicago Public Schools and UIC College Prep. After teaching, Karla joined United Friends of the Children to support LA County’s youth in foster care as a college counselor. Through Leadership for Educational Equity, Karla also served as a Policy Advisor Fellow for the office of a Los Angeles Unified School Board Member. She solidified her interests in policy analysis and quantitative research during her time with the Price Center for Social Innovation, the Housing Authority of the City of Los Angeles, and the USC Presidential Working Group on Sustainability. Before joining The Education Trust–West, Karla was the Associate Director for the Southeast Los Angeles (SELA) Collaborative, a network of nonprofits advocating for communities in SELA.

Karla holds a Bachelor’s Degree in Anthropology from the University of Chicago, a Master of Public Policy from the USC Price School of Public Policy, and a Graduate Certificate in Policy Advocacy from the USC Annenberg School for Communication and Journalism. Karla is based out of southern California and is passionate about using data analysis, communications, and digital strategies for policy advocacy and social justice efforts.

The California Department of Education, in cooperation with the California Commission on Teacher Credentialing and the State Board of Education, announced June 29 the first-ever release of statewide Teaching Assignment Monitoring Outcome data.

This information, from the 2020–21 school year, provides a snapshot, broken down by county, district and school, that shows how teachers are authorized to teach their assigned courses based on a variety of factors, including the subject area of the course and the number of students enrolled in the course. The release creates a baseline data set that will inform state and local decisions over the coming years as agencies work to address teacher shortages, a long-term national issue exacerbated by COVID-19.

“As we begin to emerge from a global pandemic, this data is an important tool to drive conversations about how we can best serve students,” said Mary Nicely, Chief Deputy Superintendent of Public Instruction at the California Department of Education. “By launching this annual report, we are providing a new level of transparency to support schools, students, and families as we find ways to navigate today’s challenges to public education, including statewide education workforce shortages.”

“There is no question that well-qualified teachers are among the most important contributors to a student’s educational experience,” said State Board of Education President Linda Darling-Hammond. “California is committed to ensuring that every student has teachers who are well prepared to teach challenging content to diverse learners in effective ways and are fully supported in their work. With this data, we can focus on measures to assist our educator workforce as they strive to provide high- quality teaching to all students, especially our most vulnerable students.” To that end, California has invested more than $3.6 billion in the last four years to improve teacher recruitment, retention, and training.

According to the statewide data, 83.1 percent of teacher assignments are clear, meaning the class or course is taught by a teacher who has a credential and is fully authorized to teach the course. Another 4.4 percent of assignments are out-of-field, meaning the teacher has a credential but has not demonstrated subject matter competence in the subject area(s) or for the associated student population according to statewide standards; 1.5 percent of classes or courses are taught by teachers with an intern credential, meaning the teacher is still completing their training or other credential requirements while serving as the teacher of record; and 4.1 percent of assignments are considered ineffective, meaning the teacher is authorized by an emergency permit, or holds a teaching credential but is teaching outside of their credentialed area without authorization, or holds no credential, permit, or authorization to teach in California. More information about the assignment monitoring definitions can be found on the CDE website.

The data report is the result of extensive cooperation between the California Commission on Teacher Credentialing and the California Department of Education. Following the State Board’s approval of teacher assignment definitions in the federal Every Student Succeeds Act state plan, the agencies began developing a roadmap providing the public with the meaningful data released. Bringing the two data systems together was a two-year process.

“The Commission on Teacher Credentialing is pleased that, through this partnership with the Department, our new CalSAAS system is informing a yearly, comprehensive look at teacher preparation and assignment, from the state to the school site level,” said Mary Vixie Sandy, Director of the California Commission on Teacher Credentialing. “This collaboration and the Department’s new DataQuest tables are finally shining a light on this most important indicator of educational opportunity: a fully prepared and properly assigned teacher, for both the subjects and the students they are teaching.”

AB 1219 required the California Commission on Teacher Credentialing to develop an electronic teacher assignment monitoring system known as the California Statewide Assignment Accountability System (CalSAAS) for the purpose of annually monitoring teacher assignments.

Additionally, AB 1219 required the California Commission on Teacher Credentialing and the CDE to enter into a data sharing agreement to facilitate the annual monitoring of teacher assignments. As part of this data sharing agreement, the California Department of Education is required to provide the Commission on Teacher Credentialing with certificated staff assignment and course data that is submitted to the Department of Education by local educational agencies through the annual California Longitudinal Pupil Achievement Data System Fall 2 data submission.

“While this first-ever baseline data set shows that a vast majority of teaching assignments are properly filled, there is more work to be done to hire, train and retain teachers, especially in light of the national teacher shortage,” said State Board of Education President Darling-Hammond. “Recent statewide initiatives like the $500 million Golden State Teacher Grants, the $350 million investment in Teacher Residency programs, and the $1.5 billion Educator Effectiveness Block Grant are aimed at bringing more teachers into the pipeline and providing them with the effective training—steps that will move California toward a day when 100 percent of assignments are ‘clear.’”

The complete California Teaching Assignment Monitoring Outcome data can be found on the CDE DataQuest 2020–21 Teaching Assignment Monitoring Outcomes by Full-Time Equivalent web page.

More information about Assignment Monitoring Outcome can be found on the CDE Teaching AMO Report web page.

Data showing teacher assignments at school districts in the Santa Clarita Valley can be found below:

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File Structure: Teaching AMO Data

General description of the file.

The downloadable data files provide the Full-Time Equivalent (FTE) data for each classroom-based teaching assignment reported by local educational agencies (LEAs) to the California Department of Education (CDE) through the California Longitudinal Pupil Achievement Data System (CALPADS). The CDE provides the California Commission on Teacher Credential (CTC) with the CALPADS assignment data, which the CTC compares against their credential authorization data as part of the annual assignment monitoring process conducted through California Statewide Assignment Accountability System (CalSAAS). This process evaluates each assignment based on the Statewide Educator Identification (SEID) associated with the assignment to determine if or how the teacher is authorized to teach the assigned course and the students enrolled in the course. For more information about the Teaching Assignment Monitoring Outcome (AMO) data, including how the Teaching AMO data are calculated, please visit the Information about the Teaching AMO Report webpage.

Source 

Classroom-based teaching assignments and FTE submitted and certified by LEAs and/or charter schools as part of the annual CALPADS Fall 2 submission and assignment monitoring outcome data determined during the annual assignment monitoring process conducted by the CTC through CalSAAS.

These files include state, county, district, and school-level data. Please refer to the file structure for details on what data are contained in the file. These files also contain aggregate data with disaggregated data subsets at different levels and reporting categories to provide enhanced analytical flexibility. For more detailed examples about how to properly use these data, please refer to the Using the Teaching AMO Data File examples below. Data for classroom-based teaching assignments taught by teachers without a SEID are not included in the Teacher AMO report and downloadable data file. Data are not included for districts and independently reporting charter schools (IRCs) that did not certify their CALPADS Fall 2 submission. Due to rounding error, partial FTE counts by AMO may not sum exactly to the Total FTE displayed in the report or file for the selected reporting level and filters.

Using the Teaching AMO Data File

This file contains different subsets of data based on the values of different variables. If these sub-setting variables are not used properly, it is easy to end up with incorrect data. Please refer to the following examples below as a guide for properly using these data:

• Aggregate Level = S (School)
• Charter = ALL
• School Grade Span = ALL
• Teaching Experience Level = ALL
• Teaching Credential Level = ALL
• Subject Area = TA
• Charter = Y
• Subject Area = MATH
• Aggregate Level = D (District)
• Charter School = N
• DASS = ALL
• Subject Area = AGRI, ARTS, BUSN, CTED, CPTE, DNCE, DRMT, ENLA, FRLG, GADM, HLTH, HISS, MATH, MDAR, MUSC, OTHR, PHYS, SCIE, SCCL, SDSU, and TA
• Aggregate Level = C (County)
• Charter School = ALL
• School Grade Span = GR912
• Teaching Experience Level = INEXP
• Aggregate Level = T (State)
• DASS = Y
• Teaching Credential Level = NFC
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• Annual Aggregate Reports (added 09-Apr-2024) removed by RO --> The page displays the annual California State Preschool Program enrollment data by Statutory Age and Program Length for fiscal years 2020−23, providing an unduplicated count of children served by the California Department of Education (CDE). removed by RO -->
• CSPP Enrollment by Provider County Reports (added 09-Apr-2024) removed by RO --> The page provides links to annual October California State Preschool Program (CSPP) enrollment reports by provider county for 2020−22 in XLSX format. removed by RO -->
• Single-Month Reports (added 09-Apr-2024) removed by RO --> The page displays California State Preschool Program (CSPP) Enrollment by Program Length, Statutory Age, Agency Classification, and Race/Ethnicity. removed by RO -->
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