Teacher diversity

Fewer than half of all public school students in the nation are white, yet four out of five teachers are white. Part of the reason for this disparity is simple demographics, with there being proportionately more white adults than children. However, other factors exacerbate the problem. People of color do not earn college degrees at the same rate as whites--though those numbers are steadily improving--so fewer are eligible to teach. Fewer people of color who are college graduates consider a teaching career, and for those that do, they pass licensure tests and are hired and retained at a lower rate than their white counterparts.

Every point in this leaky pipeline must be shored up.

Teacher Prep Review: Program Diversity and Admissions

Feb 2021

New data from NCTQ examines the interplay between racial diversity and admissions standards in teacher preparation programs. We present strong evidence that these two considerations need not be competing goals, finding just short of 200 programs that are both contributing to greater teacher diversity and have adequate admissions standards.

A number of studies have surfaced benefits to student learning by matching teacher and student race. 

The response to these findings should be to double down on recruitment efforts, and also to examine what can be done to improve the experiences of black and Latino children in classrooms led by teachers who don't look like them. Disturbing research surfaces significant bias in the decisions schools and teachers make.

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The racial disparity between teachers and students is large and for Hispanic students is expected to keep growing through the year 2060, according to US Census Projections. 

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Given that the teacher workforce is 80 percent white and unlikely to shift dramatically in the near future, we can improve educational outcomes for black and Latino students by addressing the "unintended bias" on the part of all teachers. Study after study suggests that bias creeps into teachers' daily decision making in some serious ways, such as who gets assigned to a gifted program. 

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Teachers of black and Latino students are disproportionately less effective and less experienced than teachers of white children.

Under the federal Every Student Succeeds Act, states must come up with a plan to address inequities in teacher assignment. States can require that school districts give more attention to this problem. NCTQ recently analyzed the quality of these state plans.

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