How Districts Can Better Support Teachers of Color

Writing for The 74, Bekah McNeel explores what districts can do to better support teachers of color. Excerpts from the piece appear below: Right now, around 80 percent of the teaching workforce is white, compared with 48 percent of public school students in the U.S. Research has shown the various ways this racial imbalance hurts Read more about How Districts Can Better Support Teachers of Color[…]

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Do students perceive their teachers and schools more positively when more of their teachers look like them?

The Education Research Alliance for New Orleans has released a new study, based on a survey of almost 4,000 students, that finds Black students in New Orleans report more positive educational experiences, including less bullying and fairer discipline, in schools with a higher percentage of Black teachers. Ninety percent of children in New Orleans public Read more about Do students perceive their teachers and schools more positively when more of their teachers look like them?[…]

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Three State Policy Priorities to Give Every Student Effective, Diverse Teachers

When it comes to ensuring every student gets great teachers, state governments play a crucial and underappreciated role. Without access to the right data, school systems will struggle to match the supply and demand for new teachers. Without certification policies that prioritize student impact over paper credentials, too many talented people will be shut out Read more about Three State Policy Priorities to Give Every Student Effective, Diverse Teachers[…]

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Of those who consider teaching, who actually end up in the classroom?

A new Baccalaureate and Beyond study of the National Center for Education Statistics (NCES) examines 29,000 US students who earned a bachelor’s degree in 2015-16. Of those students, 41% had considered teaching as a career in college, but less than 17% actually ended up in a classroom.  Results vary by college major, with business, health Read more about Of those who consider teaching, who actually end up in the classroom?[…]

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Examining Career Trajectories of Black Male Educators in P-12 Education

Through their goal of transforming the teaching profession and increasing the cadre of educators and administrators in P12, the National Network of State Teachers of the Year (NNSTOY) has partnered with University of Phoenix (UOPX) to examine the current trajectories of Black male educators as they enter into and advance within school settings. Each year, Read more about Examining Career Trajectories of Black Male Educators in P-12 Education[…]

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Insights on Diversifying the Educator Workforce

The Center on Great Teachers and Leaders (GTL Center) has released a free, user-friendly data tool that helps states, educator preparation programs (EPPs), and districts to identify and visualize diversity gaps across the entire educator career continuum, from “future teachers” graduating from high school and entering preparation programs, to preservice teachers entering the educator workforce, Read more about Insights on Diversifying the Educator Workforce[…]

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A Fair Chance: Simple Steps to Strengthen and Diversify the Teacher Workforce

Each year a significant number of aspiring elementary teachers, having successfully completed their formal preparation, are still unable to become licensed professionals. That’s because an alarming number of candidates fail their licensing tests, far surpassing the failure rate for other professions’ entry tests, bar exams, and boards. The fact that more candidates fail than pass Read more about A Fair Chance: Simple Steps to Strengthen and Diversify the Teacher Workforce[…]

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Why They Leave: The Reasons Teachers Give for Quitting the Profession

Thousands of public school teachers voluntarily leave their jobs each year, hurting student achievement and costing districts billions of dollars to find replacements. Lynnette Mawhinney and Carol Rinke were once part of that churn. Now, with both women serving as professors at teacher prep programs, Mawhinney and Rinke have co-authored a new book that illuminates Read more about Why They Leave: The Reasons Teachers Give for Quitting the Profession[…]

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How State and Local Leaders Can Strengthen Teacher Pipelines

Diverse, learner-ready teachers in the classroom means students have access to the instruction and learning needed to meet education goals. But the reality is that too many students are without these teachers State and district leaders can change that by using data to make informed policy decisions that strengthen their teacher pipelines. Data Quality Campaign’s Read more about How State and Local Leaders Can Strengthen Teacher Pipelines[…]

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Teachers of Color in the American Teacher Workforce

Recently in Chalkbeat, Matt Barnum analyzed recent reports of teacher demographics and explained how the demographic make-up of the American teacher workforce can be understood in two different ways. Excerpts from his piece appear below:                 Teachers of color are still a small share of the teaching force. In Read more about Teachers of Color in the American Teacher Workforce[…]

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Having Just One Black Teacher Can Up Black Students’ Chances of Going to College

Recently, in Education Week, Madeline Will summarized a new study from Johns Hopkins University that finds that if a Black student has just one or two Black teachers in elementary school, that student is significantly more likely to enroll in college. Black students who had just one Black teacher by 3rd grade were 13 percent Read more about Having Just One Black Teacher Can Up Black Students’ Chances of Going to College[…]

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Seven Trends: The Transformation of the Teaching Force

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? To answer these questions, researchers at the University of Pennsylvania embarked on an exploratory research project to try to Read more about Seven Trends: The Transformation of the Teaching Force[…]

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Supporting our Teachers of Color

Recently in the Hechinger Report, former Education Secretary John B. King, Jr. and Linda Darling-Hammond, president of the Learning Policy Institute wrote an op-ed recommending several actions that can be taken at the school, district, state and college levels to better support teachers of color. Excerpts from the piece appear below: Qualitative research from The Read more about Supporting our Teachers of Color[…]

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Teachers of Color: In High Demand and Short Supply

The Learning Policy Institute has examined national data and recent research on the barriers teachers of color face to both entering and staying in the profession. Their new report, Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color, includes recommendations intended to help policymakers increase teacher workforce diversity-an especially important strategy to Read more about Teachers of Color: In High Demand and Short Supply[…]

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Attracting Minorities to the Teaching Profession

Michael Hansen, Diana Quintero, and Li Feng of the Brookings Institute recently explored incentive policies that show evidence of attracting minority teachers. Excerpts from their piece appear below: Many education policymakers and practitioners across the country recognize the need to recruit and retain more racial and ethnic minorities into the teaching profession. As we’ve previously Read more about Attracting Minorities to the Teaching Profession[…]

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Strategies for Building Teacher Pipelines from CCSSO

As state leaders in education, the Council of Chief State School Officers (CCSSO) aims to make sure every child has an effective teacher every year they are in school. Unfortunately, today, the education sector is facing a major challenge when it comes to the education workforce: States struggle to attract teachers to the profession, even Read more about Strategies for Building Teacher Pipelines from CCSSO[…]

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