Puerto Rico Department of Education

Revised Plan to meet the Highly Qualified Teacher (HQT) Goal

in 2006-07 and beyond
Submitted July 7, 2006

Background

At the request of the U.S. Department of Education (USDE), the Puerto Rico
Department of Education (PRDE) submits the revised plan regarding meeting
the Highly Qualified Teacher (HQT) requirements.

PRDE is a unitary system, operating as both a state educational agency (SEA)

and a local educational agency (LEA). On an administrative level, PRDE’s
unitary system is divided into 10 regions and 84 administrative “districts.”
Neither the districts nor the regions constitute LEAs.

As USDE is aware, PRDE has faced great challenges with regard to

determining its compliance with HQT requirements due to the lack of a
Student Information System (SIS). PRDE is in the process of implementing an
SIS, and expects the SIS to be operational, and to begin entering data into
the system in August 2006.

Requirements 1-5 of the USDE document “Reviewing Revised State Plans” is

addressed on pages 1-18.

Requirement 6 has unique considerations in Puerto Rico because of the

extremely high poverty level island-wide; resulting in virtually all PRDE
schools being designated as schoolwide program schools. Therefore, there is
very little difference in poverty levels between most PRDE schools. Due to
data challenges, PRDE cannot at this time perform a formal analysis between
the status of teachers in schools based on poverty or minority status; but it
can assure that there are virtually no “low-poverty” schools in the PRDE
system. PRDE will perform this analysis once it has the necessary school-
level data.

Revised Plan

PRDE currently has 36,889 teachers in core academic subjects as defined by

NCLB that must comply with the Highly Qualified Teachers (HQT)
requirement. The definition for HQT adopted in PRDE is consistent with the No
Child Left Behind requirements and ensures that all teachers new to the
profession meet all the required qualifications. In addition, Puerto Rico’s

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rigorous certification requirements, adopted in 1992, also meet the HQT
requirements.

Since 1992, passage of a rigorous, subject matter based teacher certification

test (known in Puerto Rico as PCMAS) is required to obtain a regular teacher
certification in Puerto Rico. Different disciplines within the PCMAS are
required for elementary or secondary school teachers; USDE has accepted
that it complies with the third HQT definition requirement (see table).

PRDE knows that all teachers hired after 1992, who are teaching in the
subject for which they are certified, do meet the highly qualified requirements
because of the recruitment and certification standards that PRDE has had in
place since 1992. These post-1992 certification requirements meet all the
required qualifications to be HQT, including bachelor’s degree, coursework,
successful passage of the PCMAS pertinent to the subject and grade level in
which the teacher teachers, and grade point average. It is possible that there
may have been teachers hired subsequent to 1992 that moved from teaching
in their area of certification to another area on a provisional status; PRDE
understands that these teachers would not meet the HQT requirements.

The following table describes why PRDE’s post-1992 teacher requirements

also are consistent with HQT requirements.

PRDE’s teacher requirements

Elementary school
Three-pronged Secondary school teachers
teachers
HQT
hired
requirements hired after hired before Hired after
before
1992 1992 1992
1992
Required for Required for
At least bachelor’s
many years prior Required many years prior Required
degree (BA)
to 1992 to 1992
Full state (regular)
certification in the Required* Required Required* Required
subject taught
NONE
(Options now are:
NONE Required by ▪ Teacher
approval of teacher certification test, Required by
Subject matter
certification test approval of teacher
competency in each (Options now are: ▪ HOUSSE, ▪21
(includes reading, certification test
of the academic ▪ Teacher undergraduate or (includes all core
writing,
subjects in which certification test
mathematics and ▪18 graduate academic subject
the teacher teaches or credits, Masters requirements)
elementary
▪ HOUSSE) curriculum) or Doctorate in
the subject
matter)
* Regular certification requirement was waived temporarily in 2000, as will be
explained later when describing “alternate certification”.

Veteran teachers, hired before 1992, have several options to comply with the
third prong of HQT requirements as summarized in the table. Evidently, there

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are more options available for secondary school teachers. Among the 36,889
core subject teachers in PRDE 18,556 are elementary school teachers (9,075
in K-3 grades and 9,481 in 4-6 grades) and 18,333 are secondary school
teachers or special education teachers.

As a first example of the “soon to be overcome” data collection problem in

our agency, PRDE’s current database can not identify the level (elementary or
secondary) at which a special education teacher teaches. PRDE’s lack of an
effective Student Information System (SIS) has made it very difficult to gather
information on the HQT status of teachers and to assure that students are
being in fact taught by teachers who are highly qualified in their field. As it
will be described later, this will be resolved starting in August 2006 when we
initiate the SIS implementation project to manage all academic related data
from the schools and eliminate the paper intensive, expensive and unreliable
data collection procedures that PRDE has had for decades.

In preparation for the SIS launching date, during the school year 2005-06
PRDE has taken affirmative actions in order to complete and validate baseline
data, needed to revise plans in order to comply with NCLB’s HQT
requirements. Up to this point, the data available to PRDE only addresses
HQT status in relation to the subject matter for which the teacher was hired;
however, next semester, with the results from the SIS, classroom level data
will be available to demonstrate student access to HQT teachers. For the
purpose of this plan, HQT data will be presented at the local district, regional
and state levels. However, all HQT data is now currently available at the
school level for all 1,523 PRDE’s schools.

The following chart summarizes the HQT status of the 36,889 PRDE core
academic subject teachers as of June 30, 2006, classifying them in three
groups.

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There are 26,281 teachers for which reliable records demonstrate that they
are HQT if they are teaching in the subject in which they are certified (71% of
total) (Group 1). Of the remaining 10,608 teacher, there are 3,569 (10% of
total) that fail to comply with one of the first two HQT prongs (BA or regular
certification) and at present are therefore non-HQT (Group 2). Finally, there
remain 7,039 teachers for which the HQT status is uncertain (Group 3). Most
of these are veteran teachers that either have not completed the HOUSSE
procedure or sent incomplete information at the end of the 2005-06 school
year. PRDE’s plan to meet the HQT goal in 2006-07 and beyond is designed
around these three groups of teachers and framed within the following
general objectives:

1. Ensure all teachers are HQT during the school year 2006-07
2. Guarantee “teaching in field”
3. Assign HQT to low performing schools and districts
4. Comply with quality reporting criteria

The following diagram summarizes how PRDE’s plan will interrelate all three
groups of teachers in order to comply with the corresponding objectives. The
diagram also reveals the way this planning document is written.

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Page 5
Group 1: Highly Qualified Teachers at the end of 2005-06

Detailed information on the 26,281 PRDE teachers for which we have reliable
data to assert that they were HQT at the end of the school year 2005-06 is
presented in Appendix #1. Clearly, for this group we must only plan for the
last three objectives.

In particular 19,933 teachers are HQT (but not yet verified at the classroom
level) because they were hired after 1992 and, as mentioned before, comply
with all three HQT prongs. For this census, College Board valid teacher
certification test approval data was obtained and integrated in our database.
This analysis was finished by May 2006 and, with only small differences, most
local districts and regions in PRDE had in average 54% of HQT in this
category. As mentioned before, the HQT status for this group only refers to
subjects for which the teachers were hired (it is not classroom level data).

Moreover, in the last two weeks of the school year (and after a 2-weeks
shutdown of the entire school system) we collected the majority of HOUSSE
data from veteran teachers and it could be verified recently that 6,348
additional teachers are HQT. After proper orientation, school principals send
PRDE the following reliable data on their veteran teachers: subject matter
taught in the second semester, 18 graduate credits option (for secondary
school) and HOUSSE results. Therefore, the HQT status of these 6,348
teachers is linked to actual classroom instruction as required by law.

Information on school level for these 26,281 teachers is included in Appendix

#2 and illustrated in the following graph.

Interestingly, among the total number of core subject teachers in either

secondary school or special education, 87.6% (16,058) are HQT. In addition,
35 out of 84 local districts have more than 90% HQT thus far, and these are
mostly in the Mayagüez, Ponce and Arecibo regions. Our database shows that
only 892 of this group had to demonstrate HQT status via HOUSSE or the 18
graduate credits option, meaning that most teachers in this group are

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relatively new to the profession (94.4% of the 16,058). In the case of core
subject teachers in elementary schools, only 55.1% (10,223) are known to be
HQT thus far. Mayagüez and Fajardo are the regions in which most schools
and districts have fewer than 50% HQT in elementary schools. The most
critical districts are Vieques and Culebra with 14.5% and 10.0%, respectively,
of HQT in elementary level. A total of 8,165 (79.9%) of all elementary school
teachers had to demonstrate HQT status via HOUSSE (most elementary
school teachers in PRDE are veteran teachers).

Overall, 71.2% teachers in PRDE are known to be HQT as of June 30, 2006.
The following list of activities describes the HQT compliance plan for this
group of teachers, as well as for any other group that eventually attains the
HQT status.

Objective 2: Guarantee “teaching in field”

Specific Activities Deadlines Evaluation criteria

The new SIS contract should be List of relation between HQT
signed in a few weeks, allowing status and courses taught in
PRDE to properly and effectively the appropriate subject.
identify courses taught by every The new SIS will
teacher and correlate that with the start August 2006
HQT status (providing classroom
level data).

Policy on teaching assignment will Policy letter and follow up

specify HQT criteria and allow only reports from the 10 regions
for transitory non-HQT assignment September 2007 in which teacher
if all options were covered and recruitment occurs.
teacher demand is verifiable.

In the long run, all HQT variables (teacher’s course assignment, student
characteristics, teacher preparation and continuing education and all HOUSSE
indicators) will be embedded within the PR SIS. This will allow PRDE to follow
up annually on classroom level data to comply with the HQT goal. With the
SIS, PRDE will be able to update its HQT database in order to monitor
compliance with NCLB requirements.

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Objective 3: Assign HQT to low performing schools and districts

Specific Activities Deadlines Evaluation criteria

Provide salary incentives for HQT List of teachers to relocate
to relocate to schools and districts in districts and schools with
October 2007
with low AYP results (see chart low achievement.
below.
Revise policy letters in order to Policy letters and follow up
assign top priority to assignment reports on its compliance.
of HQT teachers in low performing September 2007
schools.

An analysis of Appendix #1 and Appendix #3 reveal that 30 out of 84 local

districts have either less than 60% of HQT or more than 12% of non-HQT as of
June 30 (with 20% of teachers having uncertain HQT status). It is clearly most
critical the number of schools and districts in the Fajardo region that have
fewer HQT. In particular the district of Vieques has only 35.3% HQT so far
(with 22.6% non-HQT) and Culebra has 31.6% HQT (with 36.8% non-HQT).
These are offshore islands with very acute teacher recruitment problems.

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Objective 4: Comply with quality reporting criteria

Specific Activities Deadlines Evaluation criteria

Letters sent to all parents of Title Letters for HQT or non-HQT
students indicating initial HQT cases.
status of teachers, upon request September 2006
(children been taught for 4+
consecutive weeks).
Complete reporting to parents in Letters for either HQT or
relation to teachers whose HQT December 2006 non-HQT status
status is yet undetermined.

Dissemination of HQT status of Report cards and CSPR

teachers in every school, number available to parents.
January 2007
and percentage of core academic
(reports)
classes taught by HQT with online
March 2007 (CSPR)
(and print option) of school report
cards and state report card.

Group 2: Non-Highly Qualified Teachers at the end of 2005-06

Detailed information on the 3,569 PRDE teachers for which we have reliable
data to assert that they were not HQT at the end of the school year 2005-06
is presented in Appendix #3. For this group we must initially plan for the first
general objective: make them HQT. Afterwards, we will apply the same plan
to meet all other objectives that were described before for the first group of
teachers (those known to be HQT). The table in Appendix #3 demonstrates
that 20 out of the 84 local districts have more than 12% non-HQT (as of June
30, 2006). As illustrated in a previous map, these districts are grouped in the
metropolitan and northeast areas of the island. Moreover, there is a close
relationship between a high percentage of non-HQT and a large number of
schools on improvement.

The total population of teachers in this group is divided as illustrated in the

following chart.

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The following tables describe the academic subjects for which non-HQT were
hired without a BA or without proper teacher certificate. When combining
both tables we can see which are the subjects in which there is urgent need
to hire HQT: Elementary School (859), Special Education (532), English
Secondary School (311), Arts (241), Mathematics Secondary School (235) and
Science Secondary School (209).

Among the 181 teachers who are permanent without a BA there are veteran
teachers hired decades ago when a BA was not required; the remaining 231
are provisional or transitory teachers that have one year contracts to teach in
difficult to hire geographical areas.

In the subgroups of non-HQT teachers without proper regular certification,

there are 807 who are permanent. This is clearly in contradiction to local
laws pertaining teachers but now we know that most of them were granted
permanency illegally in 2002 after being offered and “alternate certificate” in
2000 that expired in 2005. These are not teachers in “alternate route to
certification” as defined in NCLB and do not comply with the “no waivers,
provisional or temporary licenses” requirement. In the past months we
identified teachers who had been teaching with an expired “alternate
certification” this year and either required them to demonstrate that all valid
certification requirements would be met by June 2006 or else be replaced
with a highly qualified teacher. Approximately 21 teachers were substituted in
January 2006 and we are currently taking similar actions with more than a
100 that may not meet requirements by the end of the current school year.
The teacher union filed a claim before the federal court but PRDE prevailed.
Finally, the 1,335 teachers on provisional or transitory status have one year
contracts to teach in difficult to hire geographical areas.

As of June 30, 2006 a total of 1,015 veteran teachers could not reach the
minimum number of points in PRDE’s HOUSSE procedure and, although they
have a BA and regular certificate they are non-HQT. More of these will be
added to this group as soon as we complete the HOUSSE analysis for all
veteran teachers next semester. Overall, 9.7% teachers in PRDE are known to

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be non-HQT as of June 30, 2006. The following list of activities describes the
HQT compliance plan for this group of teachers in order to move them to the
HQT group (once there we apply the plan for that group).

Objective 1: Make all teachers HQT during the school year 2006-07

Specific Activities Deadlines Evaluation criteria

Offer two options to permanent Number of veteran
teachers without a BA: teachers who retire.
incentivated retirement or paid A 100% of the remaining
tuition for credit courses initiate fast track studies
towards a BA (fast-track BA before December 2006.
May 2007
options will be negotiated with
several local universities once
we have assessed the
academic credentials of this
group).
For teachers with expired Replace a number of
“alternate certificates” who these teachers unless no
teach core subjects and do not better recruitment
have any other valid options are available.
July 2007
certificate, PRDE will replace Those not replaced will
them with HQT or else require be followed up for
completion of certificate before progress on certification
May 2007. requirements.
Provisional or transitory List of transitory teachers
teachers (without BA or indicating written
certificate) will be substituted commitment.
by veteran or new to the Report on non-HQT
profession HQT, for the next transitory teachers
semester. If any of these substituted at the
teachers must remain as beginning of 2006-07.
transitory (because of August 2006
recruitment need and no HQT
is available) a written
commitment and a mandatory
study plan for certification
and/or HQT status will be
required from the teacher as a
condition for employment.
The Human Resources Office at Policy memos for
PRDE has specific instructions recruitment.
to hire only HQT new to the Orientation materials for
profession in all subject areas teachers who apply for a
covered by NCLB. New August 2006 teaching position in
recruitment policy letters will PRDE.
be in place to ensure
compliance with NCLB
requirements.

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 Title I and Title II funds for PD Specific PD data obtained
will be assigned for the fiscal from NON-HQT teachers
year 06-07 to guarantee through HOUSSE.
specific needs of veteran
September 2006
teachers who are not yet
competent in the subject they
teach (as revealed by the
HOUSSE analysis).

It must be mentioned that since 2003, PRDE has approved more than a dozen
new teacher certification programs annually, in collaboration with institutions
of higher education, to address the needs of teachers who were identified as
not highly qualified in preliminary screenings. Approximately 2,000 in-service
teachers benefited from this program during the school year 2005-06. The
new PRDE’s database will include the reasons for which teachers are
classified as non-HQT in order to plan for proper actions.

Group 3: Teachers with unknown HQT status at the end of 2005-06

PRDE has cleaned and validated its teacher quality database from January to
May 2006 in order to gather all information related to the HQT status of
teachers while receiving valid data in a more efficient manner. The Puerto
Rico HOUSSE definitions and procedures were completed at the end of 2005
and have been available in all schools, either online or in print format. PRDE
held press conferences and oriented all school principals on the HOUSSE
procedures in order to clarify initial confusion between this procedure and the
certification requirements (HOUSSE will allow veteran teachers in Puerto Rico
to comply with the “demonstrate competence” prong of the HQT definition).
By mid May (after a two-week governmental shutdown of all public schools)
all schools had the following:
• A detailed list of all teachers in that school that still needed to
evidenced their HQT status, either by HOUSSE or through the graduate
credits option for secondary level teachers.
• A form to fill out for each of these teachers in order to report PRDE the
updated number of HQT in the school. This was due by the end of May.

By June 2006 we now have the following results from the analysis of this
group of 14,402 teachers (39% of total teachers in core subjects).

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Page 13
The HQT and non-HQT groups were analyzed before in this document. The
group of still unkownunknown HQT status is divided as follows:

Teacher records send in late May are

incomplete, need corrections or 2,219
evidence.
Teachers who sent HOUSSE rubrics but
without a report from school principal
1,113
makes impossible to verify if HQT
status is in subject matter taught.
Teachers who did not send documents
3,707
at the end of May.
TOTAL 7,039

For the first two subgroups, PRDE already has detailed analysis of records in
order to ask for appropriate information or corrections as soon as the next
semester starts. Our database has detailed school reports for these groups of
teachers.

The remaining 3,707 teachers will be oriented again during the first two
weeks of August in order to receive proper documentation by early
September. It will be made clear that teachers who do not meet the deadline
will be automatically classified as non-HQT and reported accordingly.

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Appendix #1 : Valid data on HQT* by criteria, local district and region (as of June 30, 2006)

Local district Total # of # HQT (all criteria # of HQT by TOTAL HQT % HQT
teachers in core except HOUSSE) HOUSSE
subjects
ARECIBO 1,019 569 211 780 76.5%
BARCELONETA 268 148 30 178 66.4%
CAMUY 398 212 108 320 80.4%
FLORIDA 171 102 18 120 70.2%
HATILLO 409 227 88 315 77.0%
ISABELA 459 250 122 372 81.0%
LARES 421 214 86 300 71.3%
MANATI 466 250 78 328 70.4%
QUEBRADILLAS 336 181 40 221 65.8%
UTUADO 469 263 109 372 79.3%
TOTAL ARECIBO 4,416 2,416 890 3,306 74.9%
BAYAMÓN I 908 469 210 679 74.8%
BAYAMÓN II 863 491 154 645 74.7%
CATAÑO 303 166 34 200 66.0%
DORADO 339 195 83 278 82.0%
GUAYNABO 597 301 105 406 68.0%
NARANJITO 430 236 99 335 77.9%
TOA ALTA 472 252 119 371 78.6%
TOA BAJA 675 372 127 499 73.9%
VEGA ALTA 399 207 90 297 74.4%
TOTAL BAYAMÓN 4,986 2,689 1,021 3,710 74.4%
AGUAS BUENAS 346 194 52 246 71.1%
AIBONITO 384 213 72 285 74.2%
CAGUAS I 642 350 106 456 71.0%
CAGUAS II 722 358 137 495 68.6%
CAYEY 584 309 55 364 62.3%
CIDRA 525 293 87 380 72.4%
COMERÍO 319 178 30 208 65.2%
GUAYAMA 433 222 96 318 73.4%
SALINAS 410 210 92 302 73.7%
TOTAL CAGUAS 4,365 2,327 727 3,054 70.0%
CANÓVANAS 459 229 10 239 52.1%
CEIBA 145 74 12 86 59.3%
CULEBRA 19 6 0 6 31.6%
FAJARDO 406 208 59 267 65.8%
LOIZA 303 133 47 180 59.4%
LUQUILLO 223 118 2 120 53.8%
NAGUABO 281 133 36 169 60.1%
RÍO GRANDE 461 209 17 226 49.0%
VIEQUES 133 47 0 47 35.3%
TOTAL FAJARDO 2,430 1,157 183 1,340 55.1%
ARROYO 237 130 70 200 84.4%
GURABO 294 155 41 196 66.7%
HUMACAO 658 370 139 509 77.4%
JUNCOS 331 163 85 248 74.9%
LAS PIEDRAS 333 180 114 294 88.3%
MAUNABO 153 80 35 115 75.2%
PATILLAS 266 141 3 144 54.1%
SAN LORENZO 401 213 101 314 78.3%

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 YABUCOA 490 232 148 380 77.6%
TOTAL HUMACAO 3,163 1,664 736 2,400 75.9%
AGUADA 511 305 48 353 69.1%
AGUADILLA 529 307 2 309 58.4%
AÑASCO 274 161 0 161 58.8%
HORMIGUEROS 154 94 0 94 61.0%
LAS MARÍAS 156 97 15 112 71.8%
MAYAGÜEZ 730 420 92 512 70.1%
MOCA 404 221 22 243 60.1%
RINCÓN 151 90 0 90 59.6%
SAN SEBASTIÁN 523 304 7 311 59.5%
TOTAL MAYAGÜEZ 3,432 1,999 186 2,185 63.7%
BARRANQUITAS 430 246 98 344 80.0%
CIALES 265 139 73 212 80.0%
COROZAL 457 273 107 380 83.2%
MOROVIS 390 213 55 268 68.7%
OROCOVIS 370 238 100 338 91.4%
VEGA BAJA 640 322 153 475 74.2%
TOTAL MOROVIS 2,552 1,431 586 2,017 79.0%
ADJUNTA 242 126 43 169 69.8%
COAMO 491 276 135 411 83.7%
JAYUYA 276 146 90 236 85.5%
JUANA DÍAZ 551 304 137 441 80.0%
PEÑUELAS 322 178 100 278 86.3%
PONCE I 821 420 217 637 77.6%
PONCE II 1,099 581 263 844 76.8%
SANTA ISABEL 264 159 61 220 83.3%
VILLALBA 391 212 74 286 73.1%
TOTAL PONCE 4,457 2,402 1,120 3,522 79.0%
CAROLINA I 527 250 73 323 61.3%
CAROLINA II 632 338 99 437 69.1%
SAN JUAN I 864 472 89 561 64.9%
SAN JUAN II 1,174 661 152 813 69.3%
SAN JUAN III 1,080 565 177 742 68.7%
TRUJILLO ALTO 419 220 68 288 68.7%
TOTAL SAN JUAN 4,696 2,506 658 3,164 67.4%
CABO ROJO 379 220 38 258 68.1%
GUÁNICA 234 134 1 135 57.7%
GUAYANILLA 264 151 60 211 79.9%
LAJAS 271 145 16 161 59.4%
MARICAO 91 54 20 74 81.3%
SABANA GRANDE 279 157 0 157 56.3%
SAN GERMÁN 357 209 46 255 71.4%
YAUCO 517 272 60 332 64.2%
TOTAL SAN 2,392 1342 241 1,583 66.2%
GERMÁN
PRDE's Total 36,889 19,933 6,348 26,281 71.2%

* For this table, HQT refers to the subject for which the teachers were hired

Less than 60% HQT

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Appendix #2 : Valid data on HQT* by school level, local district and region (as of June 30, 2006)

Local district TOTAL HQT Total HQT in % HQT from total Total HQT in %HQT from total
Elementary Level in Elementary Secondary Level in Secondary
Level and Special Ed. Level and
Special Ed.
ARECIBO 780 307 60.4% 473 92.6%
BARCELONETA 178 67 46.9% 111 88.8%
CAMUY 320 134 65.0% 186 96.9%
FLORIDA 120 42 51.9% 78 86.7%
HATILLO 315 124 61.4% 191 92.3%
ISABELA 372 158 68.7% 214 93.4%
LARES 300 120 53.1% 180 92.3%
MANATI 328 143 55.2% 185 89.4%
QUEBRADILLAS 221 67 41.4% 154 88.5%
UTUADO 372 180 75.3% 192 83.5%
TOTAL ARECIBO 3,306 1,342 59.5% 1,964 90.9%
BAYAMÓN I 679 288 64.1% 391 85.2%
BAYAMÓN II 645 218 58.0% 427 87.7%
CATAÑO 200 76 48.4% 124 84.9%
DORADO 278 120 71.9% 158 91.9%
GUAYNABO 406 162 53.6% 244 82.7%
NARANJITO 335 148 72.5% 187 82.7%
TOA ALTA 371 152 73.1% 219 83.0%
TOA BAJA 499 217 64.0% 282 83.9%
VEGA ALTA 297 140 71.1% 157 77.7%
TOTAL BAYAMÓN 3,710 1,521 63.4% 2,189 84.6%
AGUAS BUENAS 246 98 55.4% 148 87.6%
AIBONITO 285 124 63.6% 161 85.2%
CAGUAS I 456 151 50.0% 305 89.7%
CAGUAS II 495 201 51.0% 294 89.6%
CAYEY 364 116 38.7% 247 87.0%
CIDRA 380 144 54.8% 236 90.1%
COMERÍO 208 77 47.0% 131 84.5%
GUAYAMA 318 133 56.8% 185 93.0%
SALINAS 302 135 62.8% 168 86.2%
TOTAL CAGUAS 3,054 1,179 52.5% 1,875 88.4%
CANÓVANAS 239 61 26.5% 178 77.7%
CEIBA 86 31 36.5% 55 91.7%
CULEBRA 6 1 10.0% 5 55.6%
FAJARDO 267 107 50.7% 160 82.1%
LOIZA 180 78 45.9% 102 76.7%
LUQUILLO 120 33 29.7% 87 77.7%
NAGUABO 169 73 45.1% 97 81.5%
RÍO GRANDE 226 53 20.8% 173 84.0%
VIEQUES 47 9 14.5% 38 53.5%
TOTAL FAJARDO 1,340 446 34.4% 895 78.9%
ARROYO 200 88 74.6% 113 95.0%
GURABO 196 71 46.1% 125 89.3%
HUMACAO 509 191 60.6% 318 92.7%
JUNCOS 248 93 55.0% 155 95.7%
LAS PIEDRAS 294 145 82.4% 149 94.9%
MAUNABO 115 47 55.3% 68 100.0%
PATILLAS 144 29 21.6% 115 87.1%

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 SAN LORENZO 314 146 69.5% 168 88.0%
YABUCOA 380 180 67.9% 200 88.9%
TOTAL HUMACAO 2,400 990 60.9% 1,411 91.8%
AGUADA 353 110 43.3% 243 94.6%
AGUADILLA 309 72 26.2% 237 93.3%
AÑASCO 161 29 22.0% 132 93.0%
HORMIGUEROS 94 17 23.6% 77 91.7%
LAS MARÍAS 112 44 53.7% 68 94.4%
MAYAGÜEZ 512 177 48.4% 335 92.0%
MOCA 243 54 26.6% 188 93.5%
RINCÓN 90 19 26.0% 71 91.0%
SAN SEBASTIÁN 311 74 27.8% 237 92.2%
TOTAL MAYAGÜEZ 2,185 596 34.6% 1,588 92.9%
BARRANQUITAS 344 145 72.5% 199 86.5%
CIALES 212 102 76.7% 110 83.3%
COROZAL 380 176 79.3% 204 86.8%
MOROVIS 268 102 48.6% 166 92.2%
OROCOVIS 338 167 89.3% 171 93.4%
VEGA BAJA 475 234 66.7% 241 83.4%
TOTAL MOROVIS 2,017 926 71.1% 1,091 87.3%
ADJUNTA 169 58 49.2% 111 89.5%
COAMO 411 191 80.3% 221 87.4%
JAYUYA 236 115 78.8% 121 93.1%
JUANA DÍAZ 441 191 68.5% 250 91.9%
PEÑUELAS 278 133 80.6% 145 92.4%
PONCE I 637 266 64.1% 371 91.4%
PONCE II 844 354 64.1% 490 89.6%
SANTA ISABEL 220 116 80.6% 104 86.7%
VILLALBA 286 114 56.2% 172 91.5%
TOTAL PONCE 3,522 1,538 68.1% 1,985 90.4%
CAROLINA I 323 121 44.2% 202 79.8%
CAROLINA II 437 137 48.8% 300 85.5%
SAN JUAN I 561 201 49.8% 360 78.3%
SAN JUAN II 813 302 55.8% 509 80.4%
SAN JUAN III 742 288 55.0% 454 81.7%
TRUJILLO ALTO 288 123 55.2% 165 84.2%
TOTAL SAN JUAN 3,164 1,172 52.2% 1,990 81.3%
CABO ROJO 258 86 45.5% 172 90.5%
GUÁNICA 135 37 29.4% 98 90.7%
GUAYANILLA 211 84 63.6% 127 96.2%
LAJAS 161 36 26.5% 125 92.6%
MARICAO 74 35 77.8% 39 84.8%
SABANA GRANDE 157 36 25.7% 121 87.1%
SAN GERMÁN 255 91 51.7% 164 90.6%
YAUCO 332 108 41.9% 224 86.5%
TOTAL SAN 1,583 513 42.7% 1,070 89.9%
GERMÁN
PRDE's Total 26,281 10,223 55.1% 16,058 87.6%

* For this table, HQT refers to the subject for which the teachers were hired

Less than 60% HQT

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Appendix #3 : Valid data on non-HQT* by criteria, local district and region (as of June 30, 2006)

Local district Total # of # of non-HQT (all # of non-HQT by TOTAL # of % non-HQT

teachers in core criteria except HOUSSE non-HQT
subjects HOUSSE)

ARECIBO 1,019 41 61 102 10.0%

BARCELONETA 268 17 26 43 16.0%
CAMUY 398 10 20 30 7.5%
FLORIDA 171 14 1 15 8.8%
HATILLO 409 19 9 28 6.8%
ISABELA 459 14 32 46 10.0%
LARES 421 19 15 34 8.1%
MANATI 466 23 32 55 11.8%
QUEBRADILLAS 336 17 2 19 5.7%
UTUADO 469 41 4 45 9.6%
TOTAL ARECIBO 4,416 215 202 417 9.4%
BAYAMÓN I 908 80 12 92 10.1%
BAYAMÓN II 863 72 16 88 10.2%
CATAÑO 303 29 3 32 10.6%
DORADO 339 20 4 24 7.1%
GUAYNABO 597 62 17 79 13.2%
NARANJITO 430 41 7 48 11.2%
TOA ALTA 472 47 4 51 10.8%
TOA BAJA 675 60 27 87 12.9%
VEGA ALTA 399 48 5 53 13.3%
TOTAL BAYAMÓN 4,986 459 95 554 11.1%
AGUAS BUENAS 346 27 3 30 8.7%
AIBONITO 384 33 8 41 10.7%
CAGUAS I 642 46 11 57 8.9%
CAGUAS II 722 65 40 105 14.5%
CAYEY 584 31 6 37 6.3%
CIDRA 525 32 16 48 9.1%
COMERÍO 319 27 11 38 11.9%
GUAYAMA 433 22 9 31 7.2%
SALINAS 410 36 5 41 10.0%
TOTAL CAGUAS 4,365 319 109 428 9.8%
CANÓVANAS 459 49 7 56 12.2%
CEIBA 145 6 8 14 9.7%
CULEBRA 19 7 0 7 36.8%
FAJARDO 406 33 10 43 10.6%
LOIZA 303 48 2 50 16.5%
LUQUILLO 223 26 1 27 12.1%
NAGUABO 281 23 1 24 8.5%
RÍO GRANDE 461 34 5 39 8.5%
VIEQUES 133 30 0 30 22.6%
TOTAL FAJARDO 2,430 256 34 290 11.9%
ARROYO 237 11 4 15 6.3%
GURABO 294 15 18 33 11.2%
HUMACAO 658 26 19 45 6.8%
JUNCOS 331 12 31 43 13.0%
LAS PIEDRAS 333 10 3 13 3.9%
MAUNABO 153 3 2 5 3.3%
PATILLAS 266 22 9 31 11.7%

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 SAN LORENZO 401 22 26 48 12.0%
YABUCOA 490 20 27 47 9.6%
TOTAL HUMACAO 3,163 141 139 280 8.9%
AGUADA 511 11 7 18 3.5%
AGUADILLA 529 11 0 11 2.1%
AÑASCO 274 9 0 9 3.3%
HORMIGUEROS 156 4 1 5 3.2%
LAS MARÍAS 154 6 6 12 7.8%
MAYAGÜEZ 730 27 44 71 9.7%
MOCA 404 6 1 7 1.7%
RINCÓN 151 6 0 6 4.0%
SAN SEBASTIÁN 523 11 0 11 2.1%
TOTAL MAYAGÜEZ 3,432 91 59 150 4.4%
BARRANQUITAS 430 30 11 41 9.5%
CIALES 265 23 10 33 12.5%
COROZAL 457 38 13 51 11.2%
MOROVIS 390 16 5 21 5.4%
OROCOVIS 370 18 0 18 4.9%
VEGA BAJA 640 69 14 83 13.0%
TOTAL MOROVIS 2,552 194 53 247 9.7%
ADJUNTA 242 17 16 33 13.6%
COAMO 491 32 4 36 7.3%
JAYUYA 276 11 4 15 5.4%
JUANA DÍAZ 551 23 8 31 5.6%
PEÑUELAS 322 15 8 23 7.1%
PONCE I 821 42 45 87 10.6%
PONCE II 1,099 62 60 122 11.1%
SANTA ISABEL 264 14 6 20 7.6%
VILLALBA 391 12 21 33 8.4%
TOTAL PONCE 4,457 228 172 400 9.0%
CAROLINA I 527 58 31 89 16.9%
CAROLINA II 632 52 8 60 9.5%
SAN JUAN I 864 122 10 132 15.3%
SAN JUAN II 1,174 140 12 152 12.9%
SAN JUAN III 1,080 141 30 171 15.8%
TRUJILLO ALTO 419 49 12 61 14.6%
TOTAL SAN JUAN 4,696 562 103 665 14.2%
CABO ROJO 379 15 3 18 4.7%
GUÁNICA 234 10 0 10 4.3%
GUAYANILLA 264 6 17 23 8.7%
LAJAS 271 9 2 11 4.1%
MARICAO 91 6 0 6 6.6%
SABANA GRANDE 279 8 0 8 2.9%
SAN GERMÁN 357 10 4 14 3.9%
YAUCO 517 25 23 48 9.3%
TOTAL SAN 2,392 89 49 138 5.8%
GERMÁN
PRDE's Total 36,889 2,554 1,015 3,569 9.7%

* For this table, HQT refers to the subject for which the teachers were hired

More than 12% non-HQT

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