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Strategies to Diversify the K–12 Teacher Workforce

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All students—especially those of color—benefit academically and socially from having teachers who are people of color. Ways to recruit and retain more diverse teachers include lowering the cost of becoming a teacher, increasing the diversity of the applicant pool, and building positive collegial rel…

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Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

A preview of the research and policies associated with this volume is spotlighted in a special report: “Building a More Ethhnoracially Diverse Teaching Workforce” (https://kappanonline.org/ethnoracially-diverse-teaching-force-research-policy-practice/).
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Praise from AERA Presidents for Handbook of Research on Teachers of Color and Indigenous Teachers, edited by Conra D. Gist and Travis J. Bristol

“This timely, engaging, and comprehensive handbook describes ingenious, visionary, and effective ways to recruit and educate students of color and Indigenous students to acquire the knowledge, skills, and dispositions to become transformative teachers in the nation’s increasingly diverse, complex, and challenging schools. It is an essential reference for teacher educators.”—James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus, University of Washington, Seattle; AERA President 1997–1998

"This handbook is a comprehensive and powerful assemblage of work that looks at research on teachers of color and indigenous teachers. More importantly, it showcases the voices of the next generation of scholars who will lead in this area and push the research and literature to the next level. It is a must-have for teacher educators."— Gloria J. Ladson-Billings, Professor Emerita and former Kellner Family Distinguished Professor in Urban Education, University of Wisconsin, Madison; AERA President 2005–2006

“This handbook is timely. It provides a breadth of research documenting systemic efforts to recruit teachers from diverse racial and ethnic backgrounds, and captures the breadth of repertoires that a diverse teaching force offers for the wholistic development of children and adolescents in the K–12 sector, as well as in higher education. The volume is international in scope and addresses implications for both pedagogy and practice. It is a powerful resource for teacher education programs, school districts, and policy makers and researchers, all of whom play pivotal roles in diversifying our teaching force.”—Carol D. Lee, Edwina S. Tarry Professor Emerita, School of Education and Social Policy, Northwestern University; AERA President 2009–2010

“This expansive and ambitious handbook is distinguished along so many dimensions. It advances a prospective and hopeful research agenda as it attends to a rich history of ideas, policies, and practices that have defined the professional and everyday lives of teachers of color and Indigenous teachers. A veritable “Who’s Who” of teachers and scholars/educators/activists of color animates the book’s key topics and concepts central to an ethnically and racially diverse educator workforce.”—Kris D. Gutiérrez, Carol Liu Professor and Associate Dean, GSE, University of California, Berkeley; AERA President 2010–2011

“Conra D. Gist and Travis J. Bristol have carefully curated, for this timely handbook, the work of leading and emerging scholars engaged in research centered on critical issues related to diversity in teaching and teacher education. The volume is singular in its clear and intentional focus on Black, Indigenous, and other teachers of color—from their recruitment into the profession, through their preparation, professional development, and retention, to the impact these teachers have on their students' educational outcomes. With its clarion call to diversify the teaching profession, as well as its practice-oriented and shared knowledge, this handbook provides a research-based roadmap for the critical work needed in teacher education, education policy, and K–12 settings.”— Deborah Loewenberg Ball, William H. Payne Collegiate Professor of Education and Arthur F. Thurnau Professor, University of Michigan; AERA President 2017–2018

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1089 pages.

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Handbook of Research on Teachers of Color and Indigenous Teachers

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Handbook of Research on Teachers of Color and Indigenous Teachers

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Building a Diverse Teacher Workforce: Policy Brief

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Building a Diverse Teacher Workforce: Policy Brief

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Recruiting and Retaining Educators of Color

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Recruiting and Retaining Educators of Color

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Stanford Center for Opportunity Policy in Education

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Read the original post on the Albert Shanker Institute website

On Thursday, May 7, the White House Initiative on Educational Excellence for African Americans and the Stanford Center for Opportunity Policy in Education (SCOPE) co-sponsored an hour-long webinar, in which researchers, policy makers, and practitioners shared best practices and strategies for increasing the racial/ethnic diversity of the country’s teaching force.

As discussed during the webinar, a racially and ethnically diverse teaching force is important for several reasons. First, in this flat, or interconnected, world, our children need a diverse teaching force to prepare them to be global citizens. Second, teachers of color are positioned to serve as role models and cultural brokers for children of color, who account for 50.2 percent of all U.S. public school students (NCES, 2015). Despite this diverse student population, Latino, Black, Asian, and Native American teachers comprise only 17.3% of all teachers (Ingersoll, Merrill & Stuckey, 2014). Third, several large-scale studies point to increased learning -- as measured by a standardized exam -- for students when they have a teacher of the same race (Dee, 2001; Egalite, Kisida,& Winters, 2015); Not discussed at the time, but equally important, is the fact that a diverse teaching force challenges the assumption that some of the qualities needed most by high-quality, effective teachers -- intelligence, intellectual curiosity, and deep content knowledge -- are difficult to find in large supply amongst individuals of color seeking to enter the teaching profession.

We are well aware that merely increasing the number of teachers of color will not address the historic and systematic disenfranchisement of communities of color and the schools that Latino, Black, Asian, and Native American children attend. However, we do know that many policy makers, practitioners, and researchers see teacher diversity as one important lever that is part of a larger, more comprehensive effort to improve the academic and social outcomes of our children who stand at the margins. So, as discussed during the webinar, we offer the following recommendations to stakeholders looking to increase the racial/ethnic diversity of America’s teacher workforce.

Retention: Districts Must Focus on Retaining Teachers of Color

Currently, teachers of color are two to three times more likely to be concentrated in high-poverty, high-minority urban public schools with the most challenging working conditions (Ingersoll, Merrill, & Stuckey, 2014) which is likely the reason there are higher rates of turnover when compared to their White colleagues. School districts must give as much attention to recruiting teachers of color as they do to retaining teachers of color. Attention to improved resources, teacher autonomy, and improved administrative leadership of these schools can begin to stop this “leaky bucket,” or the high rate of attrition for teachers of color.

We encourage district human resource offices to gather data on the schools in which teachers of color teach. Districts should also disaggregate teacher surveys and turnover rates by race and gender. Moreover, national (i.e. the School and Staffing Survey), state, and district surveys should include questions that ask teachers to report on their experiences as it relates to gender, race, and sexuality.

Support: Teachers of Color Need Differentiated Professional Development

As district and school leaders encourage teachers to design differentiated learning experiences in their classrooms to address the unique needs of their students, they must also do the same for teachers of color. High levels of attrition are a result of deep-rooted frustration by teachers of color, who have much to offer both within and beyond the classroom and school, but also are frequently expected to be disciplinarians who must “control” children others are unable to control. There are several examples of what these differentiated professional development sessions might look like.

A recent gathering for male teachers of color, supported by the White House Initiative on Educational Excellence for African Americans at the U.S. Department of Education, as well as Convenings [8] organized by the Woodrow Wilson National Fellowship Foundation for its Rockefeller Brother Fund (WW-RBF) Aspiring Teachers of Color, are models for providing a space for teachers of color to improve practice, have their voices heard, and have their experiences normalized.

Recruitment: Teacher Preparation Programs and Foundations Must Invest in Teacher Diversity

If the pipeline of teachers of color is to increase, teacher preparation programs must play an active role. Currently, alternative certification programs, such as Teach for America and the New York City Teaching Fellows, are the largest suppliers of teachers of color for our public schools (AACTE, 2013; NCEI, 2011). These programs provide teacher certification at little cost to pre-service teachers. If deans at schools of education say that they see value in diversifying the racial/ethnic composition of our country’s teachers, they must be as committed to raising funds to support faculty projects as they are to providing fellowships to teacher candidates of color. One example of this commitment is a recent scholarship established by Dean Marvin Lynn at the University of Indiana South Bend. Dean Mary Brabek at New York University also prioritized teacher diversity by establishing six tuition-free scholarships for WW-RBF Fellows to attend Steinhardt’s School of Culture, Education, and Human Development.

Foundations must also play an integral role in increasing teacher diversity. The WW-RBF Fellowship for Aspiring Teachers of Color is the sole nationally-focused program committed to recruiting, preparing, and retaining teachers of color in the nation’s high need public school classrooms. The Fellowship provides a $30,000 stipend to support the preparation of high-performing recently graduated students of color as teachers. Fellows are nominated and selected through a rigorous selection process and are provided with three years of mentoring support when they enter the profession as teachers of record in high need urban and rural classrooms. The Fellowship plays a critical role in ensuring students of color can pursue an MA in education and receive a teaching credential.

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Finally, it is not our belief that children of color can and should only learn from teachers of color. Rather, public schools need a teaching pool that is more reflective of the population of students. Students of color will benefit -- as will all students -- from seeing and knowing that individuals from varied racial and ethnic backgrounds can and do have the potential and desire to excel in academic institutions. Sadly, this is a needed intervention for many students of color who, for myriad reasons, may doubt their abilities to be academically successful.

Moreover, ensuring greater numbers of teachers of color in all schools has the potential to disconfirm the unconscious stereotypes about intellectual capacity of people of color in general and about teachers of color more specifically. If we are serious about improving outcomes for students of color, it is time to make this a part of our strategy. The policy recommendations above can begin to provide stakeholders with concrete strategies for increasing the racial/ethnic diversity of our country’s teaching force.

Our guest authors today are Audra Watson, Travis Bristol, Terrenda White and Jose Vilson. Watson is Program Officer and Director of Mentoring and Induction Strategy at the Woodrow Wilson National Fellowship Foundation. Bristol is a Research and Policy Fellow at Stanford Center for Opportunity Policy in Education. White is Assistant Professor at the University of Colorado-Boulder. Vilson is a math educator, blogger, speaker, and activist in New York City, NY.

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Audra WatsonTravis J. BristolTerrenda WhiteJose Vilson

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Recruiting and Retaining Educators of Color

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This Albert Shanker Institute post describes policy recommendations for promoting a racially and ethnically diverse teaching force.

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State Action: Strategies for Building the Teacher Pipeline

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State Action: Strategies for Building the Teacher Pipeline

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This report describes only a handful of innovative policies and initiatives that states and local districts

are pursuing to tackle the six pipeline challenges. There are many more, and new ideas continue to

surface as states think creatively about building a diverse, sustainable teacher workforce. Many ideas

can be replicated by other states facing similar staffing dilemmas. To aid in that knowledge transfer,

CCSSO has launched https://ccssoteacherpipeline.org/. The microsite describes how

states are addressing their pipeline challenges and ensuring that a caring and effective teacher leads

every classroom.

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State Action: Strategies for Building the Teacher Pipeline

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This report describes only a handful of innovative policies and initiatives that states and local districts are pursuing to tackle the six pipeline challenges. There are many more, and new ideas continue to surface as states think creatively about building a diverse, sustainable teacher workforce.

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After clinging to the climbing ropes and losing to the stopwatch during a physical fitness test, I was devastated when my teacher told me I would "never amount to anything." I was in second grade, significantly overweight, and crushed by my teacher's words.

While experiences like this cause many young people, especially Black boys like me, to want nothing to do with school, I made up my mind on that day that I would become a teacher. I wanted to change a system that was not created to serve people who look like me; I wanted to provide much-needed healing and motivation to the next generation of children.

When I entered the classroom as a new teacher on an emergency certification in 2017, I was excited to make a difference. But I often felt pigeonholed into stereotypical roles - asked to serve as a disciplinarian for young Black boys or to teach more intro-level elective classes. Schools recognized neither my intellect nor my leadership potential.

My experience as a Black male educator is not unique. Students of color are 36% of Pennsylvania learners, but teachers of color make up only 6% of the state's teacher workforce. Black men represent less than 2% of teachers. While many school systems say they want more Black male educators, especially as research confirms our positive effects on students, we remain some of the least respected personnel in American education.

It is well documented that we are seen as "disciplinarians first and teachers second." We are often locked into teaching electives, introductory courses, and remedial classes. Meanwhile, colleagues view us as overseers of the school-to-prison pipeline - responsible for monitoring behavior and punitive discipline - rather than transformational teachers and leaders.

Over time, I have silenced the little boy in me inclined to believe the cruel words of his second grade teacher, and I have embraced my brilliance and power as an educator. I am proud to give my ninth grade English and public speaking students a quality and culturally responsive education. A 2017 study found that low-income Black students who have a Black teacher for at least one year in elementary school are less likely to drop out of high school and more likely to consider college.

But until we change our schools and systems, we will continue to face a shortage of Black male educators. We must focus on the recruitment, retention, and professional development of teachers of color.

A bill with bipartisan support currently making its way through the statehouse could open pathways to teaching careers for underrepresented youth. Senate Bill 99 would fund educator preparation programs aimed at diversifying the teaching workforce, and it would remove barriers to certification that disproportionately impact teachers of color. Other measures, such as competitive salaries, more pathways into the profession, and teacher residency programs, are also needed to make teaching more attractive to a diverse talent pool.

At the school level, administrators need to be trained to respect Black male educators as intellectual and professional leaders and not view us as campus security there to keep Black and brown children in line. Schools need to embrace non-traditional, culturally responsive teaching methods; create spaces where teachers of color can feel safe and supported, and train other educators to foster school environments free from bias and microaggressions. We also need to encourage students of all races to enter the teaching profession, with special attention paid to Black boys, who are so often overlooked by the education system.

It is not a partisan issue; it's a human rights issue. We need to ensure that educators reflect the students and communities they serve. We must also make sure that once in classrooms, those teachers can thrive.
A version of this piece appeared in the Durrell Burns teaches ninth grade English and public speaking at Harrisburg High School: John Harris Campus. He is a 2021-2022 Teach Plus Pennsylvania Policy Fellow. Pennsylvania Capital Star.

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If schools want more Black male teachers, they can't treat us like 'disciplinarians first'

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After clinging to the climbing ropes and losing to the stopwatch during a physical fitness test, I was devastated when my teacher told me I would "never amount to anything." I was in second grade, significantly overweight, and crushed by my teacher's words.

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https://cwdc.colorado.gov/job-quality

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Attracting and growing good jobs is key to building a strong economy and creating opportunity for all Coloradans. Given the benefits of improving job quality for both employers and workers, the Colorado Job Quality Framework aims to help local stakeholders take action to improve job quality.

By sharing and implementing the framework, Colorado stakeholders can increase the supply of good jobs in the state, resulting in greater satisfaction for workers and more competitive businesses.

Why is job quality important?

Having a full-time job no longer provides the economic security it once did. The average Coloradan earning a minimum wage would need to work a minimum of 71 hours per week to afford a modest one bedroom apartment at fair market rate. Too often, when jobs fail to include basic job quality features, it leads to a cycle of instability among workers that can result in high turnover and declining productivity and exacerbate labor shortages for businesses.

Quality jobs have been shown to better attract talented workers, reduce turnover costs, and increase employee engagement and productivity while improving a company's operations and profitability.

For Colorado and local communities, attracting and growing good jobs is critical to our economic vitality and is an essential step towards a stronger, more equitable state that benefits us all.

What are features of a good job?

At a minimum, a good job allows for workers to meet basic needs by providing:

Wages that provide predictable income that covers basic living expenses and allows for wealth building

Benefits that facilitate a healthy, stable life

A schedule that enables workers to balance the other demands of life

Working conditions offer an environment that promotes physical, emotional, and psychological safety and wellness

Employers establish transparent growth opportunities to advance along a career pathway and increase pay

Sense of belonging in an inclusive environment where individuals are accepted and connected to one another

It's important to keep in mind that job quality occurs on a continuum. There are rarely jobs that are all good or all bad. Rather, there are continuous opportunities to improve job quality features in a way that results in improved quality of life and satisfaction for workers and stronger and more competitive businesses.

Enhancing the quality features of existing jobs is critical to improving the availability of good jobs in the state. However, focusing on strengthening existing jobs alone will not resolve the good job shortage. Working collaboratively, employers and local communities can rethink how they attract businesses that offer quality jobs by prioritizing job quality in incentive packages and procurement policies.

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Attracting and growing good jobs is key to building a strong economy and creating opportunity for all Coloradans. Given the benefits of improving job quality for both employers and workers, the Colorado Job Quality Framework aims to help local stakeholders take action to improve job quality.

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https://cwdc.colorado.gov/talent-equity-agenda

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Talent Equity Agenda | Colorado Workforce Development Council

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The Prosperity Now Scorecard ranks Colorado 12th nationally on overall prosperity of the state’s residents, yet at the same time ranks Colorado 37th when it comes to racial disparities between white residents and residents of color. This gap has significant implications and spotlights a critical nee…

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Overview of the Colorado Educator Landscape Data.DEW_4.12.22

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HOW TO INCREASE THE DIVERSITY OF California’s Educator Workforce

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HOW TO INCREASE THE DIVERSITY OF California’s Educator Workforce

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A candid and eye-opening look at what desegregation has actually meant for students-with lessons for today-from the teachers who were on the front lines of integration

Black Teachers on Teaching is an honest and compelling account of the politics and philosophies involved in the education of Black children during the second half of the twentieth century. Michele Foster collects wisdom from those who were the first to teach in desegregated southern schools and from others who taught in large urban districts, such as Boston, Los Angeles, and Philadelphia.

All go on record about the losses and gains accompanying desegregation, the inspirations and rewards of teaching, and what they saw as the challenges of the future. This is an essential capsule into the mindsets of Black teachers as we entered the twenty-first century, with relevant lessons for readers today. If there is one lesson to be taken from Black Teachers on Teaching, it is that Black teachers have always been, and remain, a vital part of our nation's educational system.

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Black Teachers on Teaching (New Press Education Series)

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Black Teachers on Teaching (New Press Education Series) [Foster, Michele] on Amazon.com. *FREE* shipping on qualifying offers. Black Teachers on Teaching (New Press Education Series)

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Winner, 2018 Outstanding Contribution to Scholarship Book Award presented by the American Sociological Association's Section on Race, Class, and Gender

Honorable Mention, 2018 Distinguished Contribution to Research Book Award presented by the American Sociological Association's Latina/o Sociology Section

How Latina teachers are making careers and helping students stay in touch with their roots.

Latina women make up the fastest growing non-white group entering the teaching profession at a time when it is estimated that 20% of all students nationwide now identify as Latina/o. Through ethnographic and participant observation in two underperforming majority-minority schools in Los Angeles, as well as interviews with teachers, parents and staff, Latina Teachers examines the complexities stemming from a growing workforce of Latina teachers.

The teachers profiled use Latino cultural resources and serve as agents of ethnic mobility. They actively teach their students how to navigate American race and class structures while retaining their cultural roots, necessary tactics in an American education system that has not fully caught up with the nation's demographic changes. Flores also explores the challenges faced by Latina teachers, including language barriers and cultural acclimation, and professional inequalities that continue to affect women of color at work.

An unprecedented look at an understudied population, Latina Teachers presents an important picture of the women who are increasingly shaping the way America's children are educated.

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Latina Teachers: Creating Careers and Guarding Culture (Latina/o Sociology, 3)

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Latina Teachers: Creating Careers and Guarding Culture (Latina/o Sociology, 3) [Flores, Glenda M.] on Amazon.com. *FREE* shipping on qualifying offers. Latina Teachers: Creating Careers and Guarding Culture (Latina/o Sociology, 3)

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To meet the needs of the fast-growing number of Latino/a English learners, this volume presents an approach to secondary education teacher preparation based on the work of the National Latino/a Education Research and Policy Project (NLERAP). Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They examine the knowledge, skills, and predispositions required for higher education institutions to create curricula for educating Latino/a children, children of color, and language-minority youth. Growing Critically Conscious Teachers illuminates why growing our own teachers makes sense as an approach for not only addressing the achievement gap, but for also enhancing the well-being of our communities as a whole.
Book Features:

A community-based, university- and district-connected partnership model that fosters students' critical consciousness.

A framework for participatory action research (PAR) within teacher preparation that promotes community and societal transformation.

A curriculum premised on sociocultural and sociopolitical awareness.

The wisdom, experiences, and lessons learned from educators who have been change agents in their own schools, communities, and college classrooms across the country.

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Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth

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Amazon.com: Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth: 9780807756836: Valenzuela, Angela, Sleeter, Christine E., Nieto, Sonia: Books

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2019 NAME Philip C. Chinn Book Award Winner!

Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today's classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.

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Ethnic Matching: Academic Success of Students of Color

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Amazon.com: Ethnic Matching: Academic Success of Students of Color: 9781475839654: Easton-Brooks, Donald: Books

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Studying Diversity in Teacher Education is a collaborative effort by experts seeking to elucidate one of the most important issues facing education today. First, the volume examines historically persistent, yet unresolved issues in teacher education and presents research that is currently being done to address these issues. Second, it centers on research on diverse populations, bringing together both research on diversity and research on diversity in teacher education. The contributors present frameworks, perspectives and paradigms that have implications for reframing research on complex issues that are often ignored or treated too simplistically in teacher education literature. Concluding the volume with an agenda for future research and a guide for preparing teachers for diversity education in a global context, the contributors provide a solid foundation for all educators. Studying Diversity in Teacher Education is a vital resource for all those interested in diversity and education research.

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Studying Diversity in Teacher Education [Arnetha F. Ball, Cynthia A. Tyson] on Amazon.com. *FREE* shipping on qualifying offers. Studying Diversity in Teacher Education

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Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals.

Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration.

The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students.

This timely book is a call to action for building teacher diversity to ensure student success.

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Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom

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Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom [Gershenson, Seth, Hansen, Michael, Lindsay, Constance A.] on Amazon.com. *FREE* shipping on qualifying offers. Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom

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Building a more ethnoracially diverse teaching forceNew directions in research, policy, and practice

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Building a more ethnoracially diverse teaching forceNew directions in research, policy, and practice

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Corinne Lyons, a language arts teacher in the Detroit public school system, faces $40,000 in student loan debt on a $42,000 yearly salary. (Family photo)

Corinne Lyons, the daughter of a Detroit public school teacher, had no intention of following in her mother's footsteps. There was nothing appealing about the prospect of a meager paycheck or stretching those dollars to buy shoes and supplies for students the way her mother had.

But once she entered the classroom as a substitute teacher, Lyons, 29, fell in love, much like her mother had so many years before. And like her mother, Lyons spends money out of her $42,000 salary purchasing supplies and clothes for students. Unlike her mother, Lyons has amassed $40,000 in student debt to remain certified and increase her pay.

"It's not just about the money; it's about being valued," said Lyons, an African American language arts teacher in the Detroit public school system. "I'm a social worker, counselor, lawyer and confidant for my students. I play all of those roles . . . and can't afford my loan payments."

Teachers of color such as Lyons can play a critical role in the academic success of minority students, but getting them in the door and encouraging them to stay is difficult. Minority teachers, especially black educators, leave the profession at a higher rate than their white peers. Myriad barriers contribute to the trend, including poor professional support and low pay, but the burden of student debt may be compounding those issues.

A report released Tuesday by the Center for American Progress, a left-leaning think tank, makes a connection between the lack of diversity in the teaching profession and the disparate effect of student debt on black and Latino college graduates. The authors say targeted interventions that increase teacher pay and ease the debt burden could help eliminate at least one barrier to recruiting and retaining teachers of color.

Student debt held by teachers of all races emerged in the 2020 presidential campaign over the weekend as Democratic contender Beto O'Rourke proposed forgiving all education loans held by public school educators.

His plan recognizes that the investment many elementary and secondary educators make in their training does not yield high financial returns. The researchers say that may prove especially problematic for African Americans and Latinos who have higher student loan debt.

Using data from the federal government's National Center for Education Statistics, the authors analyzed student loan debt and repayment rates of people who trained to become educators or worked in the field.

They found that 88 percent of black teachers and 76 percent of Latino teachers used federal student loans to pursue a bachelor's degree, compared with 73 percent of white teachers. Barely a quarter of white teachers took on federal student debt to complete a master's degree, compared with 47 percent of black educators and 37 percent of Latino teachers.

Among the top-percentile borrowers, black and Latino teachers took out significantly more in loans on average to finance their education than their white counterparts. And with their debt loads growing during repayment, black students who trained to be teachers may be struggling to repay the debt, according to the study.

Robert F. Smith lifted a debt burden from 396 Morehouse graduates. It remains for thousands of other African Americans.

The findings mirror broader research on the disparate effect of student debt on black and Latino college students. Studies have revealed racial disparities in student debt driven by wealth inequality and lackluster funding of institutions that enroll the most black and Latino college students. Inequities in the labor market also place black college graduates at a disadvantage in repaying education debt.

The National Center for Education Statistics has tracked similar disparities in pay among teachers. On average, African American teachers earn $2,700 less a year than their white peers. The wage gap is exacerbated by pay inequities at schools in impoverished neighborhoods, where educators earn about $4,000 less than teachers in more affluent neighborhoods. Black teachers disproportionately teach in schools in low-income neighborhoods.

"Even though black and Latinx students tend to have higher debt than their white peers as a whole, the difference for black and Latinx teachers is they are entering a profession that doesn't provide the same financial security that similarly educated professionals have," said Bayliss Fiddiman, an author of the study.

The student debt Lyons amassed resulted from pursuing a master's degree in education at Wayne State University in Detroit. It's not that she needed the credential to keep her job, but because of continuing education credits Michigan requires, taking a few more classes to earn a degree made the most sense. And the added credential meant a raise from about $35,000 to $37,000.

Even with the pay increase, Lyons said she can barely afford the $275 a month in loan payments. Living at home reduces expenses, but after factoring in health-care costs and taxes, Lyons said she takes home only $1,000 every two weeks.

Demond Washington, an African American friend of Lyons who teaches high school in a Detroit suburb, is not looking forward to the prospect of adding to the $50,000 he owes in student loans. But the 35-year-old social studies teacher may have little choice as he heads back to school this fall for an advanced degree in education.

Teaching summer school brings in a few extra dollars while his wife is at home with their newborn, but it's not enough to also pay for school. Being the sole provider for a family of four on a $41,000 salary is stressful, but Washington wants to make it work.

"It's a juggling act," Washington said of his desire to teach and the need to provide for his family. "There is nothing like watching a child understand something for the first time."

State and federal grants and loan forgiveness programs exist for teachers, but the complexity of accessing some programs and the uncertainty of debt forgiveness could be a turn off, said Colleen Campbell, another author of the report.

"As states are pushing their teachers to get graduate credentials . . . they could make college and graduate education more affordable to teachers so they don't have to take on debt in the first place, rather than saying we'll provide you with some relief on the back-end," Campbell said.

One way to reduce training costs would be for states to create or expand alternative certification programs, a common path to teaching for educators of color.

Authors of the study point to the Boston Teacher Residency as a model to replicate. The state program has a goal of ensuring that people of color constitute at least half of each graduating class. Graduates earn a teacher's license and a master's degree in education from the University of Massachusetts at Boston in a year. They receive a stipend, health benefits and a free education if they teach in Boston's public schools for three years.

The report said that beefing up financial support for institutions that train educators of color could also help mitigate the need to borrow. Historically black colleges and universities graduate about 50 percent of the nation's African American teachers, it said, and if states dedicated more grant aid to such schools, student teachers could avoid taking on more debt than they can afford to repay.

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How student debt hinders teacher diversity

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Corinne Lyons, the daughter of a Detroit public school teacher, had no intention of following in her mother's footsteps. There was nothing appealing about the prospect of a meager paycheck or stretching those dollars to buy shoes and supplies for students the way her mother had.

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Lawmakers Want to Increase Teacher Diversity - Colorado Sun

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The Real Reason Black Kids Benefit from Black Teachers - The New York Times

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Driven by Data: Using licensure tests to build a strong, diverse teacher workforce

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Driven by Data: Using licensure tests to build a strong, diverse teacher workforce

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National Council on Teacher Quality (NCTQ)

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The quality of the teacher workforce is especially important in the early grades, when teachers bear an extraordinary responsibility, building a solid foundation for students in both the knowledge and skills they will need to succeed in later grades, as well as in their future lives.

The past year and a half has laid bare the tremendous challenges teachers face and the essential role they play in supporting students. As the pandemic abates and we reckon with the damage it wrought, we must acknowledge that recovery places unprecedented demands on our education system and its teachers.

Bringing in new teachers who are up to the task requires an understanding of the points along the pathway when we are most likely to lose teaching talent, especially those points at which aspiring teachers of color are lost to the profession.

With the release of data never before published, NCTQ focuses on a uniquely challenging point: licensure tests. An outsized number of elementary teacher candidates struggle to pass their state licensing tests, especially in the content knowledge (English language arts, mathematics, science, and social studies), defined by states as minimally necessary for the job. In many states, less than half of all test takers pass on their first try, with even lower pass rates reported for candidates of color.

Low pass rates create a challenge for policymakers and educator preparation programs, fueling concerns about test bias, the relevance of the tests to classroom effectiveness, and teacher shortages. While test publishers and states must aggressively address issues of test bias, assertions about the irrelevance of the tests are largely unfounded. Licensure tests provide essential data on the quality of preparation provided by teacher preparation programs (as well as their broader institutions) and point toward successful programs from which to learn. Low pass rates have also created fertile ground for an erroneous narrative that test performance offers no insight into future teacher effectiveness, while in fact research has largely found that teachers' test performance predicts their classroom performance.

When faced with persistent evidence of low pass rates, some state leaders have lowered or even eliminated tests of content knowledge, despite the broad-and obvious-agreement that teachers cannot teach what they do not know. These actions are band-aid solutions that eliminate our ability to identify and fix a problem and instead shift the burden of inadequate content knowledge onto classrooms.

The data collected over the last several years and presented here documents the pass rates achieved by institutions preparing teachers. Not only has much of it never been made public, but also, test publishers have not made many pieces readily available to the state agencies overseeing these tests or to their educator preparation programs. In fairness, publishers were not often asked to do so. The reporting requirements for pass rates under Title II of the Higher Education Act has effectively encouraged states and programs to limit their consideration of pass rates only to the "best-attempt" pass rates, that is, how many candidates pass their test regardless of how many attempts were necessary. Neither states nor programs have made public "first-attempt" pass rates (except in rare instances), even though it is common practice in other professions and serves to motivate all programs to take the tests seriously. First-time pass rates speak to the efficiency and thoroughness of programs' course of study.

Low first-attempt pass rates are concerning not just because multiple attempts cost candidates money, uncertainty, and delays in securing a teaching job, but because many who fail never make another attempt, an important story this new data reveals. A quarter (22%) of all test takers who fail on their first attempt do not retake the test. This number is even higher (30%) for candidates of color.

The most important revelation emerging from this new data may not be the remarkable variation among institutional pass rates in the same state (there's an average 56 percentage point gap between the highest and lowest institutions in a state on candidates' first attempt). Instead, it is the fact that neither the backgrounds of the candidates nor institutional characteristics fully explain the variances. For that reason, the data presented here provides a means of identifying higher-performing institutions among those with lower admissions selectivity or with more Pell grant recipients. A more likely explanation for these stronger performing programs is the quality of preparation, including both the support provided and the degree to which coursework is aligned with the content.

The data presented in this first release, with more to follow in subsequent releases, inserts much-needed objective information on the performance of teacher preparation programs, while also accommodating issues of institutional and state context. It is the absence of context that allowed states to overlook pass rate data when renewing approval of programs or even including such data on report cards of teacher preparation programs. Without this data, teacher preparation programs have been able to attribute chronically low pass rates to factors beyond their control, instead of following the steps of more successful peer institutions and directing aspiring teachers toward courses covering the content knowledge needed to teach elementary grades.

Even with the advancements this data represents, there are significant problems to be solved. The data reported here presents the pass rates for the institution, not specific programs within the institution, which would be a more meaningful and actionable indicator. Another problem is the use of licensing tests by some states that make it possible for candidates' strength in one subject to compensate for weakness in another. Further is the practice by some states to set the cut score below what has been formally recommended. Not surprisingly, states that use relatively easy tests or set lower passing scores report higher pass rates. The underlying problem-a less well-prepared workforce-is not skirted but is shifted to the elementary classroom where teachers struggle to teach what they do not adequately know.

Publishing this abundant data for each state in a customized dashboard provides a watershed moment to explore test outcomes within each state, opening a window into how different institutions perform under the same state expectations, regardless of the rigor of those expectations. Most significantly, they identify stronger programs as models for others and provide a much-needed system to spur continuous improvement. While no single measure of institutional performance tells the full story, considering this data through a range of lenses yields important insights that can be paired with other available data, forming the basis for more intensive exploration. Publishing this data and building out the data system to support it are crucial steps in states' efforts to better identify where their greatest needs and challenges lay in building a strong, diverse teacher workforce.

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Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce

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The quality of the teacher workforce is especially important in the early grades, when teachers bear an extraordinary responsibility, building a solid foundation for students in both the knowledge and skills they will need to succeed in later grades, as well as in their future lives.

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Teacher Licensure Pass Rates: State Dashboards

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Teacher Licensure Pass Rates: State Dashboards

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Learning from institutional pass rates on elementary content teacher licensure tests

Flagship analysis - July 2021

Overview

The nation needs a strong, diverse teacher workforce to live up to its promise of equal opportunity for all.

A diverse teacher workforce benefits all students, particularly students of color. At the same time, students need teachers who know content. Both qualities are essential for a strong teacher workforce. Both are achievable.

1. Teachers can't teach what they don't know

2. Teachers need to build student knowledge to support students' reading success

3. Interesting content makes learning more relevant and engaging

Pass rate data illuminates the challenges that must be overcome to achieve a strong, diverse teacher workforce.

Currently, policymakers, state education agencies, and teacher prep programs have little insight into when aspiring teachers leave the path into the classroom, largely due to missing or inaccurate data. This makes it hard to identify when and why aspiring teachers exit the pipeline and where to focus efforts and resources to support them.

Here NCTQ shares new data, never before published, on a pivotal point in the pipeline for elementary teachers: when aspiring teachers take licensure tests, one of the final steps before earning a teaching license. Pass rates, or the rate at which teacher candidates pass their licensing tests, serve as a compass, pointing toward strengths and opportunities in preparing teacher candidates.

With this information, states and programs now have the opportunity to look at the data from multiple perspectives. Each lens conveys important insights on the quality of institutions' preparation, their level of encouragement and support for retaking a failed test, persistence on the part of test takers, as well as commitment and innovation to overcome educational inequities and inadequate K-12 preparation.

NCTQ is making each state's data available for download to encourage additional analysis, urging states and institutions to consider stronger data systems that capture this data on an ongoing basis.

The Problem

Why do licensure tests matter?

There's little disagreement among teachers, parents, teacher educators, and state officials that teachers need to know the content they will teach.

Teachers cannot teach what they do notknow. Elementary teachers should demonstrate that they know core content before they start teaching, according to 95% of state education agency leaders, 84% of prep program leaders, and 98% of teachers.

Licensure tests are the most common way to measure an elementary teacher's content knowledge. When well designed, they are:

While more could always be done to remove bias from the test instrument itself and the test experience, licensure tests also undergo a rigorous bias review process.

And where states have done the research, almost all studies find evidence that they predict future teacher effectiveness.

While no licensure test is perfect, the elementary content test system used in Colorado has some key strengths.

Separately tests knowledge of each core subject area (ELA, Mathematics, Social Studies, Science)

Uses the cut score recommended in the standard setting process (the minimum score needed to pass)

All candidates must pass the test before earning an elementary teaching license

Currently, the public learns little about the performance of Colorado's prep programs from the pass rate data collected by the federal government.

All states already report pass rate data through the Title II requirement of the Higher Education Act. However, this data does not include key information such as:

First-time pass rates

Number of attempts to pass the test

Pass rates broken out by race/ethnicity of test takers

Proportion of test takers who pass all sections of the test

Proportion of test takers who walk away after failing their first attempt

Analysis for Colorado

Exploring pass rate data through many different lenses helps to identify successful institutions who get the most teacher candidates across the finish line.

Equipped with the data included here, state and teacher prep program leaders can determine what outcomes they value with regard to building a strong, diverse, knowledgeable teacher workforce, and can evaluate the data through the lens of not just one but multiple values.

The following examples illustrate different approaches to analyzing pass rate data and how these approaches can help identify institutions with strong preparation programs that may offer guidance for their peers.

Standout Institutions

When viewed through these different lenses, some institutions stand out for supporting their test takers in passing licensing tests.

Colorado Mesa University

The institution is moderately selective and exceeds the state's average first-attempt pass rate.

The institution's average first-attempt pass rate on the Praxis II Elementary Education: Multiple Subjects (5001) test is 48%, compared with 46% across the state.

The institution has more Pell grant recipients (36%) than average (35%) and exceeds the state's first-attempt average pass rate.

PEBC Teacher Residency

First-attempt pass rates for test takers of color at this institution exceeds the state's average first-time pass rate.

The average first-attempt pass rate for test takers of color at this institution on the Praxis II Elementary Education: Multiple Subjects (5001) test is 50%, compared with 46% across the state

Relay Denver

First-attempt pass rates for test takers of color at this institution exceeds the state's average first-time pass rate.

The average first-attempt pass rate for test takers of color at this institution on the Praxis II Elementary Education: Multiple Subjects (5001) test is 48%, compared with 46% across the state

University of Colorado Boulder

First-attempt pass rates for test takers of color at this institution exceeds the state's average first-time pass rate.

The average first-attempt pass rate for test takers of color at this institution on the Praxis II Elementary Education: Multiple Subjects (5001) test is 55%, compared with 46% across the state.

Recommendations

Building a path together

State education agencies, teacher prep programs, testing companies, and school districts together, should create or verify alignment between what's taught in elementary classrooms, what's expected in teacher prep coursework, and what's assessed on licensure tests.

The following recommendations build upon this foundation of aligned content.

States:

1. Use a valid and reliable elementary education licensure test that separately measures knowledge of language arts, mathematics, science, and social studies.

2. Set the minimum score needed to pass the licensure test at the score that has been recommended by the standard setting process.

3. Improve access to and use of assessment data.

4. Make sure that the state's needs are reflected in agreements made with licensure test publishers.

This data is a powerful tool for change. Low pass rates should not be hidden, but rather brought to light; facing these challenges is how we build a stronger, more diverse teacher workforce for our students.

While prep programs did not create the systemic educational inequities that contribute to struggles in passing licensure content exams, they - with support from their institutions, state education agencies, and testing companies - are in a prime position to take action to close these gaps. It is NOT the demographic makeup of the student population, but the commitment of the institution to adequately prepare candidates for licensure exams and more importantly, for the classroom, that makes all the difference. With better data, states and programs can better direct their resources to support candidates in achieving success.

Download the national report for the full set of recommendations

What's next?

Improvement is possible

Students need teachers who enter the classroom already knowing core content. Licensure tests act as a guardrail to make sure that teachers have essential knowledge from their first day on the job. Data from licensure tests offer a powerful tool to spotlight systemic inequities in content knowledge and to help identify institutions that are successfully preparing candidates for the classroom and those that need extra support.

Download Colorado data

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Colorado: Using licensure tests to build a strong, diverse teacher workforce

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Learning from institutional pass rates on elementary content teacher licensure tests Flagship analysis - July 2021 A diverse teacher workforce benefits all students, particularly students of color. At the same time, students need teachers who know content. Both qualities are essential for a strong teacher workforce. Both are achievable.

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‎Too Dope Teachers and a Mic on Apple Podcasts

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Educator Diversity Act - Latinos for Education

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For students of color to thrive, they need to see themselves represented in their teachers. The Educator Diversity Act will give the policy tools needed.

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Getting Latino Students Better Access to Non-Novice Teachers

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Standardized testing and school segregation: liketinder for fire?Matthew Knoester & Wayne Au

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Standardized testing and school segregation: liketinder for fire?Matthew Knoester & Wayne Au

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Hooks, B. (2014). Teaching to transgress. Routledge.

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Hooks, B. (2014). Teaching to transgress. Routledge.

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Latino Males Absent in Postsecondary Enrollment and Completion. Nathan Cadena, COO, Denver Scholarship Foundation & TeRay Esquibel, ED, Ednium Alumni Collective

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Latino Males Absent in Postsecondary Enrollment and Completion. Nathan Cadena, COO, Denver Scholarship Foundation & TeRay Esquibel, ED, Ednium Alumni Collective

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H.B.  21-1010_ Diverse K-12 Educator Workforce Fact Sheet

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AN EXAMINATION OF STUDENT AND EDUCATOR EXPERIENCESIN DENVER PUBLIC SCHOOLS THROUGH THE VOICES OFAFRICAN-AMERICAN TEACHERS AND ADMINISTRATORS

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Share your videos with friends, family, and the world

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A data-driven look at America's progress toward the goal that, by 2025, 60 percent of Americans possess high-quality credentials beyond high school.

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‎Revolutionizing Education on Apple Podcasts

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There aren't many podcasts for a teacher preparation audience-that's why we created The Teacher Education Podcast. It's a space to share important stories and research across the country. We discuss topics like preparing candidates for certification, strategies fo improving teacher retention, tips for supervisors, and the latest research on teaching methodologies.

Each episode includes a pithy, in-depth interview with a teacher preparation professional. We know you're busy, so we try to keep our podcasts under 20 minutes. It's the perfect length for your work commute or work-out session.

There aren't many podcasts for a teacher preparation audience-that's why we created The Teacher Education Podcast. It's a space to share important stories and research across the country. We discuss topics like preparing candidates for certification, strategies fo improving teacher retention, tips for supervisors, and the latest research on teaching methodologies.

Each episode includes a pithy, in-depth interview with a teacher preparation professional. We know you're busy, so we try to keep our podcasts under 20 minutes. It's the perfect length for your work commute or work-out session.

Variety Brings Unique Perspective

I like the variety of guests. Helps me gain a greater view of what's happening in TPPs/EPPs across the country.

Good content. Excited for future episodes.

Looking forward to following along as the podcast continues.

A must listen!

Great to hear about successes at other Teacher Prep programs across the country.
Communication is key and this podcast does a great job at communicating great new ideas.

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‎The Teacher Education Podcast on Apple Podcasts

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There aren't many podcasts for a teacher preparation audience-that's why we created The Teacher Education Podcast. It's a space to share important stories and research across the country. We discuss topics like preparing candidates for certification, strategies fo improving teacher retention, tips f...

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Effective mentoring practices for Teachers of Color and Indigenous Teachers

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Effective mentoring practices for Teachers of Color and Indigenous Teachers

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Gist, C. D., Bianco, M., & Lynn, M. (2019). Examining grow your own programs across the teacher development continuum: Mining research on teachers of color and nontraditional educator pipelines. Journal of Teacher Education, 70(1), 13-25.

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Gist, C. D., Bianco, M., & Lynn, M. (2019). Examining grow your own programs across the teacher development continuum: Mining research on teachers of color and nontraditional educator pipelines. Journal of Teacher Education, 70(1), 13-25.

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Mackey, J., Cammarota, J., Yoon, J., Martinez, R., Gonzales, J., Gomez, L., ... & Williams, V. (2021). Counter-storytelling Across Varying Youth Contexts and Intergenerational Work in YPAR Settings. The Assembly, 3(1), 71-85.

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Mackey, J., Cammarota, J., Yoon, J., Martinez, R., Gonzales, J., Gomez, L., ... & Williams, V. (2021). Counter-storytelling Across Varying Youth Contexts and Intergenerational Work in YPAR Settings. The Assembly, 3(1), 71-85.

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Counter-storytelling Across Varying Youth Contexts and Intergenerational Work in YPAR Settings

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