White PPT Teacher Diversity€¦ · Ethnic Diversity in Teaching: – The White House Initiative on...

Recrui'ng & Retaining Educators of Color: A Review of Research, Policy, and Prac'ce

Terrenda White, PhD Assistant Professor

University of Colorado-‐Boulder Educa'on Founda'ons, Policy, & Prac'ce

[email protected] TwiFer: terrenda1980

Research Background: “Refusing to Leave Desegregation Behind: From Graduates of Racially Diverse Schools to the Supreme Court” – Amy Stuart Wells, Jacquelyn Duran, & Terrenda White –  Teachers College Record Volume 110, Number 12, December 2008, pp. 2532–2570

–  As an amici brief for the U.S. Supreme Court case, Parents Involved, regarding the Louisville and Seattle voluntary school desegregation cases, we analyze the long-term effects of attending racially diverse schools on their adult graduates, including interviews with graduates of desegregated schools in Louisville and Seattle.

–  Despite how the ruling turned out—making it more difficult for district officials to racially balance their schools—the experience was very impactful on early experience as a researcher

Current Work: •  Has shifted toward Strengthening Racial/

Ethnic Diversity in Teaching: – The White House Initiative on Educational

Excellence, sponsored a recent webinar: “Recruiting & Retaining Educators of Color” (2015)

– Evaluation of the Woodrow Wilson-Rockefeller Brothers Fund “Teaching Fellowship for Aspiring Teachers of Color” –T. Bristol, T. White, T. Britton, Y. Sealey-Ruiz

•  How does a na'onal teacher cohort model/fellowship improve effec'veness and reten'on of TOCs?

•  Mixed-methods study; 129 teachers (53 TOCs, 76 white)

Current Work cont’d •  Recent Proposal to study: – “Inten'onally Diverse Charter Schools: Reducing Inequality of Educa'onal Opportunity Through Strategic Integra'on” •  Priscilla WohlsteFer (Teachers College); •  Terri Wilson, (CU-‐Boulder); •  Terrenda White, (Cu-‐Boulder)

•  EdWeek Series on Teacher Diversity – Ed. Blog

Why does Teacher Diversity Matter? -How does it serve the goals of School Diversity?

Academic Impact Socio-‐Emo'onal Impact Business Ra'onale Moral/Ethical Impact Civil Rights Mandate

Shanker Ins+tute: hFp://www.shankerins'tute.org/resource/teacherdiversity

Academic Impact: First priority must be to ensure that every student has the benefit of being taught by skilled, knowledgeable and caring teachers—of whatever race and ethnicity: •  Stanford professor Thomas Dee (2004)

–  Found that a one-‐year same-‐race pairing of students and teachers significantly increased the math & reading test scores of both Black and White students by roughly 3-‐4 percen'le points.

•  Hanushek et al., 2005: –  found that Black teachers were significantly more successful than

White teachers in improving the reading and vocabulary scores of Black students.

•  Clewell et al., 2005: –  Found that test score gains in mathema'cs were significantly higher for

Hispanic students taught by Hispanic teachers than for similar students taught by teachers of different ethnic backgrounds

Academic Impact Cont’d •  Other studies show addi'onal posi've outcomes aFributed to teacher diversity, same-‐race pairing: –  Improvements for high school gradua+on rates of Black and Hispanic students,

–  Increased matricula+on rate for Hispanic students, –  Reduced Hispanic students’ dropout rates, –  Lower number of Hispanic students assigned to special educa+on,

–  Boosted Hispanic students’ placement in classes for the Gi8ed and Talented,

–  Decreased Hispanic students’ rates of suspension and expulsions,

–  Increased Black students’ enrollment in advanced math classes

Socio-‐Emo'onal & Cultural Impact •  Role models for all students; minority students in par'cular:

–  TOCs can help schools feel like a caring place for minority students. Serve as an extension of community; likely that students feel their home cultures are warmly embraced.

•  In racially diverse schools, TOCs help to alleviate sense of marginaliza+on students may feel in school (Cole, 1986; Graham, 1987; King, 1993).

•  Teachers who have knowledge of children’s out-‐of-‐school lives and cultures are less likely to confuse cultural difference for cultural or intellectual disadvantage (Ladson-‐Billings, 1994, Noguera, 2008)

•  High Expecta'ons and “warm demander” rela'onship between

teachers and students (Ware, 2006)

More Ra'onales

Reducing Implicit Bias/Racial Discrimina+on: – Harvard and Yale (Paluck & Green, 2009) sought to understand what works to reduce prejudice. They concluded that experiments with cross-‐race contact and coopera+on had yielded promising results.

– Another group of researchers (Plant et al., 2009) explored the “Obama Effect”: •  Counter-‐stereotypic exposure to a Black authority figure can help to drama'cally decrease levels of implicit, an'-‐Black prejudice and stereotyping.”

Review: Why Diversity MaHers in the Teaching Force? Research has confirmed that: •  Teachers of color are valuable role models for all students, and especially students

of color (Quiocho & Rios, 2000)

•  Teachers of color are ooen “cultural brokers” for students of color: –  They tend to bring to teaching an understanding of students’ cultural backgrounds and

experiences (Irvine, 1989; Achinstein et. al., 2008; see Villegas & Irvine, 2010).

–  They also bring to teaching personal experience with and insight into racism and ethnocentrism in society (see Miller & Endo, 2005; Quiocho & Rios, 2000 in Villegas & Lucas, 2012).

•  Teachers of color have significant impact on learning gains for students of color –  (see Egalite, Kisida, & Winters, 2015; Fairlie, Hoffman, & Oreopoulous, 2011; Dee, 2004)

•  Teachers of color have significant impact on other outcomes for students, such as: –  gioed and talented representa'on, aFendance, AP enrollment, and college-‐going rates –  (see Grissom et. al., 2015; Achinstein, et al., 2010; Villegas and Irvine, 2010)

•  Teachers of color more ooen choose to work in “hard-‐to-‐staff” schools: –  Minority teachers are two to three 'mes more likely than white teachers to work in hard-‐to-‐

staff schools, contribu'ng to a segregated teaching force (Frakenberg, 2012) but due in part to TOC seeking out opportuni'es to work student in high-‐needs schools (see Achinstein et. al, 2010; Ingersoll and May, 2011).

Na'onal Trends in Teacher Diversity

Reasons for Lack of Diversity in Teaching: What we Know: There is chronic under-‐representa+on of teachers of color in U.S. schools, compared to an exis+ng (and growing) popula+on of students of color:

–  Children of color1 in U.S. schools represent 47% (in 2015) (NCES) –  Teachers of color1 (TOC) in U.S. schools represent 17% (in 2015)

•  White teachers, therefore, are ‘over-‐represented’: –  White students in U.S. schools represent 49% (in 2015) (NCES) –  White teachers in U.S. schools represent 82% (in 2015)

Explana+ons for gap have focused on demographics & pathways into teaching (the pipeline): 1. Demographic changes -‐ growth of students of color outpaced growth of teachers of color into profession

2. Teacher “shortage” -‐ weak supply of TOC into the profession – due to weak recruitment, expanded professional op'ons outside of educa'on, or low pass rates among candidates of color on licensure exams

1Students of Color include: Black/African American, La'no/a, Asian Pacific Islander, American Indian/Alaska Na've 1Teachers of Color include: Black/African American, La'no/a, Asian Pacific Islander, American Indian/Alaska Na've 16

Recruitment as been successful, Reten'on not so much

Efforts to improve the pathway into teaching have been innova+ve and comprehensive:

1.  Financial incen'ves (scholarships, loan forgiveness, bonuses) 2.  Recruitment and support to transi'on paraprofessionals into teaching 3.  Recruitment and support for 2year college students to transi'on to 4yr colleges

w/ a focus on educa'on 4.  Pre-‐college ini'a'ves (cadet programs) targe'ng high school students, 5.  Alterna've cer'fica'on programs to target mid-‐career changers, returning

peace corps volunteers, or non-‐educa'on college graduates

**But explana+ons for the racial-‐gap have changed, and so too must policy interven+ons: •  Indeed recruitment strategies targeting TOC have been largely successful.

Yet recent data suggest that these efforts alone do not address the major source of the staffing problems and the under-representation of teachers of color — teacher turnover. (Ingersoll and May, 2011)

Effec've Recruitment Efforts: State policies for minority teacher recruitment have been successful, for the most part •  A total of 31 states have legisla'on geared for minority teacher recruitment – meaning candidates

of color are explicitly targeted for recruitment into teaching2. Five types of recruitment strategies to diversify the teacher workforce:

1.   Financial incen+ves – scholarships, loan forgiveness, etc. 2.   Crea+ng government mandates – an agency is required to take ac'ons to support

teacher diversity goals. They typically prepare a plan to recruit teachers of color, submit reports about progress, conduct studies about strategies, and iden'fy the targeted needs within specific underrepresented groups. Agencies include: state commission of educa'on, state board/department of educa'on, professional standards commission, school district, district board of educa'on, college/university

3.   Suppor+ng specific types of recruitment programs -‐ pre-‐college/high school programs, 2-‐year college transi'on, and targe'ng paraprofessional to teach, returning peace corps volunteers

4.   Establishing recruitment centers

5.   Alternate cer+fica+on programs as a pathway to teaching

2Based on Teacher Recruitment and Reten'on State Policy Database, created in 2005 by Learning Points Associates for the Na'onal Comprehensive Center for Teacher Quality (NCCTQ) – see Villegas and Lucas, 2012 18

290 VILLEGAS ET AL.

FINDINGS

State Policies Promoting Teacher Diversity

Table 1 summarizes the results of our systematic review of existing minority teacher policydocuments nationwide. As shown, 31 states currently have recruitment policies in place thatspecifically target racial/ethnic minorities for teaching. Some of these policies were adopted in theearly 1990s and have been retained since then; others were adopted more recently. Our analysisrevealed that states use five types of policy strategies to move their teacher diversity agendaforward—financial incentives, government mandates, specific recruitment programs, recruitmentcenters, and alternative certification programs. The most common policy strategy (evident in 25of the 31 states identified) involves the use of financial incentives in the form of scholarships,grants, and forgivable loans to pay for or to defray the cost of preparing and credentialing peopleof color for teaching. In some cases, incentive recipients are expected to spend three years ormore teaching within the state, often in hard-to-staff schools and/or a subject area of high teachershortage (e.g., special education, bilingual education). The overwhelming majority of states withfinancial incentive policies specifically target people of color as recipients (e.g., the MinorityTeachers of Illinois Scholarship Program). A few of the states, however, frame this policy morebroadly, offering financial support to qualified people preparing to become teachers, includingminorities (e.g., the Kansas Teacher Service Scholarship Program).

A second strategy used widely across states to diversify the teaching workforce—noted in 17states—is to adopt a government mandate requiring an agency (e.g., state commission of edu-cation, state board/department of education, professional standards commission, school district,district board of education, college/university) to take specific actions to support their teacherdiversity goals. Such mandates include preparing a plan to recruit teachers of color, submittinga report with data about the number of minority teachers employed, conducting studies aboutstrategies for recruiting and retaining minority teachers, and identifying the need for teachersin specific underrepresented groups. Three states in this group (AR, KY, and TN) have policies

TABLE 1State Policies Supporting Minority Teacher Recruitment, 2010

States with Minority Teacher AL, AK, AR, CA, CT, DE, FL, GA, IL, IN, IA, KS, KY, MA, MN,Recruitment Policies MO, NJ, NM, NY, NC, OK, OR, RI, SC, TN, TX, VT, VA, WA,

WV, WI31 of 50 states currently implement minority teacher policies.

Specific State Policy Strategies for Recruiting Minorities into TeachingFinancial Incentives AL, AK, AR, CA, CT, FL, IL, IN, IA, KS, KY, MA, MN, MO,

NM, NC, OK, OR, SC, TN, VT, VA, WA, WV, WI (25 states)Government Mandates AL, AR, CT, DE, GA, IA, KY, MA, MN, MO, NY, OK, OR, RI,

SC, TN, TX (17 states)Specific State-Supported Recruitment

ProgramsAK, CA, FL, IL, KY, MA, MN, NC, SC, WA (10 states)

Recruitment Center/Office AK, AR, CT, NJ, OK, SC (6 states)Alternative Certification CT, VA (2 states)States with No Policies Specific AZ, CO, HI, ID, LA, ME, MD, MI, MS, MT, NE, NV, NH, ND,

to Minority Teacher Recruitment OH, PA, SD, UT, WY (19 states)

Dow

nloa

ded

by [U

nive

rsity

of C

olor

ado

at B

ould

er L

ibra

ries

] at 0

0:24

11

Apr

il 20

15

See Villegas & Lucas, 2012

States use several combina+ons of strategies for recruitment (Villegas et al, 2012):

–  Twelve states use a single policy strategy (DE, GA, IN, KS, NJ, NM, NY, RI, TX, VT, WV, WI).

–  Nineteen other states have adopted a policy package of two to four strategies.

–  South Carolina has the most comprehensive policy package (including a government mandate, a specific recruitment program, financial incen'ves, and a recruitment center).

–  Financial incen'ves and mandates seem to be the most frequent policy strategy – and the founda'on of state policy ini'a'ves to diversify the teaching force. All but one of the 31 states with a minority teacher recruitment policy (NJ) use one or both of these strategies.

Alterna+ve cer+fica+on programs are fast becoming a major strategy of recruitment

While Recruitment Efforts have been Successful, Reten'on has Not •  The representa'on of minority teachers—collec'vely—grew at a faster

pace (92%) than that of their white counterparts (42%). For example:

–  Among minority teacher groups, La+no teachers had most growth (260% increase),

–  Teachers of Asian/Pacific Islander background had 2nd fastest growth (130% increase).

–  Black teachers increased by (27%), but their white, La'no, and Asian/Pacific Island peers outpaced them. As a result, Black teachers lost ground in their propor'onal representa'on within the overall teaching popula'on. In 2007, Black teachers made up 7.0% of the overall teaching force, while in 1987 they accounted for a higher 8.2%.

•  In other words: the total teaching popula'on expanded over the years, with La'nos and Asians/Pacific Islanders with fast growth, and then Whites and Blacks with slower growths.

•  As such, the propor'onal representa'on of teachers of color has risen, but

not by a large percentage -‐ from 13% in 1987 to 17% in 2007.

292 VILLEGAS ET AL.

TABLE 2Racial/Ethnic Makeup of the Teacher Population in Elementary and Secondary Public Schools, by Selected

Year (1987–2007)

Year

1987 1993 1999 2007Racial/Ethnic Overall%Group # % # # % # % Increase

Comparison—Minority and White GroupsMinority 299,627 13.0 344,689 13.5 470,680 15.7 575,364 16.9 92.0White 1,994,389 87.0 2,216,605 86.5 2,531,578 84.3 2,829,140 83.1 42.0

Comparison—Minority GroupsAm. Ind./Alaska Native 23,998 1.0 20,064 0.8 25,869 0.9 17,023 0.5 !29.0Asian/Pac. Is. 20,709 0.9 27,510 1.1 48,281 1.6 47,663 1.4 130.0Black 187,836 8.2 188,371 7.4 227,505 7.6 238,316 7.0 27.0Hispanic 67,084 2.9 108,744 4.2 169,025 5.6 241,721 7.1 260.0Two or more races — — — — — — 30,641 0.9 —

Sources: Coopersmith, 2009; National Center for Educational Statistics (NCES), 1990, 1993, 1996, 1997, 2002b,2003, 2005, 2006, 2009

information in the top panel (Comparison—Minority and White Groups) is encouraging forthose who advocate for diversifying the teaching force. The number of minority teachers roseconsistently over the years, from 299,627 in 1987 to 575,364 by 2007, a 92% increase (or gainof 275,737 minority teachers). During the same time span, the number of white teachers grew by42%, reaching 2,829,140 in 2007 up from 1,994,389 20 years earlier (a gain of 834,751 teachers).Because the size of the minority teacher population was considerably smaller than that of thewhite teacher population in 1987 (the baseline year against which we are measuring growth), themuch larger relative increase noted in the representation of teachers of color gives an inflatedimpression of their actual growth. To provide a more balanced understanding of the teacherdiversity increase reported above, it is helpful to consider changes over time in the percentageof teachers of color within the overall teaching force. As shown in Table 2, the proportionalrepresentation of minority teachers rose from 13% in 1987 to 16.9% in 2007. Thus, the numericalgrowth of the minority teaching population over the 20-year period represents an expansion ofonly 3.9 percentage points within the teacher workforce.

Table 2 reveals that the largest increase in minority teachers occurred between 1993 and 1999.During that six-year period a total of 125,991 new minority teachers were added to the group.As a result, minorities picked up 2.2 percentage points in the overall teacher population (goingfrom 13.5% to 15.7%). It is probably no coincidence that this gain occurred precisely whenprivate foundations were making a sizeable investment in minority teacher recruitment programs,as discussed above. During the eight-year period that followed, the minority teacher populationcontinued to expand, although at a slower pace. Specifically, between 1999 and 2007 another104,684 minority teachers were hired and their representation in the overall teacher workforcerose to a high of 16.9% (a gain of 1.2 percentage points from six years earlier).

Inspection of the data presented in the bottom panel of Table 2 shows that patterns of participa-tion in the teaching force varied widely between and among the different minority groups during

Dow

nloa

ded

by [U

nive

rsity

of C

olor

ado

at B

ould

er L

ibra

ries

] at 0

0:24

11

Apr

il 20

15

from Villegas, Strom, and Lucas, 2012

FIGURE NAT-‐2: PERCENT CHANGE IN STUDENTS AND TEACHERS, BY RACE AND ETHNICITY, 1987-‐88 TO 2007-‐08

(see “State of Teacher Diversity” report)

FIGURE NAT-4: OF DIFFERENT TYPES OF PUBLIC SCHOOLS, RACE AND ETHNICITY OF THEIR TEACHING STAFFS, 2011-2012


Given the increase in # of TOCS, Why are they Chronically Under-Represented?

FIGURE NAT-5: PERCENT OF ANNUAL PUBLIC SCHOOL TEACHER TURNOVER, BY RACE AND ETHNICITY OF TEACHERS, BY YEAR


Reten+on: A Renewed Focus for Educa'on Leaders & Policymakers

“While there is s'll not parity between the propor'ons of minority students and minority teachers in schools, the teaching force has rapidly grown more diverse.

This was also true for male minority teachers… Over the past 20 years, the number of white male teachers increased by only 18%, but the number of minority male teachers increased by 92%. Currently, males represent about 24% of white

teachers and of minority teachers” (Ingersoll et. al., 2011, p. 63.)

“While minori'es have entered teaching at higher rates than whites over the past two decades, minority teachers also have le8 schools at higher rates. …In recent years, minority teachers were more likely to migrate from one school to another or

to leave teaching altogether. This was especially true for male minority teachers.” (Ingersoll et. al., 2011, pg. 63)

“The data show that at the beginning of the 2003-‐04 school year, about 47,000 minority teachers entered teaching; however, by the following year, about 56,000 minority teachers had le8 teaching. These data convey an image of a revolving

door: too many going in one door and out another.” (Ingersoll et. al., 2011, p. 64)

WashingtonPost: “The number of black teachers has dropped in nine U.S. ci'es”


Teacher Diversity in Washington, D.C., Public Schools has declined significantly:


While declines are related to Federal, State, and City Policies and Poli'cs –

Districts and Schools Play a Role! FIGURE NAT-‐6: PERCENT OF MINORITY PUBLIC SCHOOL TEACHERS REPORTING

GENERAL TYPES OF REASONS FOR THEIR TURNOVER, 2012-‐2013 (see “State of Teacher Diversity” report)

FIGURE NAT-‐7: OF THOSE MINORITY PUBLIC SCHOOL TEACHERS REPORTING DISSATISFACTION, PERCENT REPORTING PARTICULAR REASONS FOR THEIR TURNOVER, 2012-‐2013


Sources of AFri'on Among Educators of Color “Non-‐policy” related sources of aHri+on include: 1.  Re'rement 2.  Compe''ve job opportuni'es in other professions 3.  Personal reasons and family-‐related decisions

“Policy-‐Related” Sources of AHri+on for Teachers of Color: 1.  Student Characteris+cs

–  Previous studies suggested that teachers leave schools with high numbers of low-‐income children to work in schools serving more affluent students

–  This theory, however, does not fit with the a;ri<on pa;erns of teachers of color; and has also been challenged more recently for white educators (see Simon & Johnson, 2015)

2.   Working Condi+ons shape voluntary departures –  Organiza'onal factors and school working condi'ons are a primary issue

iden'fied by depar'ng teachers (see Ingersoll & May, 2011) 3.   Accountability Mandates & Sanc+ons shape involuntary departures

–  ‘hard-‐to-‐staff’ schools, where teachers of color more ooen work, face sanc'ons and puni've accountability mandates – less studied, needed research (Lipman et. al., 2014; Weber et. al., 2014).

Recommenda'ons for Policy & Na'onal Leaders CommiFed to a Diverse Workforce

1.  Encourage more States to adopt recruitment legisla+on, targe'ng TOCs

2.  Encourage exis'ng States to develop more comprehensive plans, u'lizing a variety of strategies, including: financial incen'ves, government mandates, recruitment centers, special programs (e.g. pre-‐college programs), and alterna've cer'fica'on programs targe'ng mid-‐career, paraprofessionals.

3.  Invest significantly more support for reten+on efforts, including both ‘voluntary’ and “involuntary” sources of aFri'on: •  Efforts to minimize voluntary aHri+on should focus on management, leadership, and working condi'ons in schools that impact teacher autonomy and decision-‐making.

•  Efforts to minimize involuntary sources of aHri+on should focus on the disparate and adverse impact of accountability policies, school closings, and recons'tu'on plans on teachers of color who more ooen work in schools targeted for interven'on.

4.  Leverage research to support the protec+on of teachers’ civil rights and professional authority – connected to pending class ac'on lawsuits by veteran educators of color fired en mass in urban ci'es like New Orleans, as well as poli'cal debates about teacher unionism and collec've bargaining rights.

Examples of Posi've Ini'a'ves: •  New York City District Ini+a+ve

•  Pathways2Teaching

•  Call Me MISTER

•  Grow Your Own Teachers

•  Minority Teacher Iden'fica'on and Enrichment Program

•  Teacher Quality and Reten'on Program

•  Teach Tomorrow in Oakland

•  Today’s Students, Tomorrow’s Teachers

•  Urban Teacher Enhancement Program

NYC & Mayor Bill de Blasio

•  Through the Department of Educa<on and Mayor Bill de Blasio's Young Men's Ini<a<ve, the City is seIng out to recruit an addi<onal 1,000 Black, La<no and Asian men by 2018 to enroll in teacher cer<fica<on programs.

•  The Department of Educa<on has already established a strong partnership with the City University of New York to recruit graduates from teacher prepara<on programs, with 35% of this past year's NYC Teaching Fellows being people of color.

Pathways 2 Teaching (High School Cadet Program)

The Pathways2Teaching program is designed to encourage high school students of color to explore the teaching profession as a viable career choice by viewing the work of teachers as an act of social jus<ce. In

other words, the teaching profession is presented as an opportunity for engaging with, giving back to, and disrup<ng educa<onal inequi<es in and for their communi<es. The curriculum has an explicit focus on preparing students for college through rigorous coursework and

experiences that foster students' abili<es to analyze, synthesize, and cri<cally evaluate a range of complex issues that exist in poor

communi<es-‐ the very challenges experienced by many of our students.

-‐Margarita Bianco, Director (Professor in the School of Educa'on & Human Development at University of Colorado Denver. Founder, Execu've Director of

Pathways2Teaching:

Call Me MISTER program Call Me MISTER is focused on diversifying the

teaching field by recruiting, training, and empowering transformative Black male educators. Since its inception in 2000 at Clemson University, the program has provided a resounding answer to the question "where are the Black male teachers?" by introducing young Black men to the classroom

at early stages and training them to become not just traditional teachers, but transformative role models

inside and outside of the classroom. Emmanuel Little is the director of the Call Me MISTER

program and minority retention at Georgia College

References:

1.  Achinstein, B., Ogawa, , R., Sexton, D., Freitas, C. 2010. “Retaining Teachers of Color: A Pressing Problem and a Poten'al Strategy for “Hard-‐to-‐Staff” Schools.” Review of Educa'onal Research 80 (1): 71–107.

2.  Baker, B., Oluwole, J., Green, P. (2013) The legal consequences of manda'ng high stakes decisions based on low quality informa'on: Teacher evalua'on in the race-‐to-‐the-‐top era. Educa'on Policy Analysis Archives, 21(5). Retrieved [date], from hFp://epaa.asu.edu/ojs/ar'cle/view/1298

3.  Egalite, A. and Kisida, B. (2015). “Representa'on in the classroom: The effect of own-‐race teachers on student achievement.” Economics of Educa'on Review. Vol. 45, p. 44-‐52.

4.  Fairlie, R. , Hoffmann, F., Oreopoulos, P. (2011). “A Community College Instructor Like Me: Race and Ethnicity Interac'ons in the Classroom.” Working Paper 17381. hFp://www.nber.org/papers/w17381 Na'onal Bureau of Economic Research

5.  Dee, Thomas. 2004. The Race Connec'on: Are Teacher more Effec've with students who share their ethnicity?. Educa'on Next. (Spring 2004), p. 53-‐59.

6.  Feistritzer, Emily. (2005). Profile of Alterna've Route Teachers of Color; Na'onal Center For Educa'on Informa'on 7.  Ingersoll, R. & May, H. (2011a). The minority teacher shortage: Fact or fable?” Phi Delta Kappan, 93(1) 62-‐65. 8.  Grissom, J., Rodriguez, L., and Kern, E. 2015. “Teacher and Principal Diversity and the Representa'on of Students of

Color in Gioed Programs: Evidence from Na'onal Data”. Paper presented at American Educa'on Research Associa'on. Chicago, Illinois.

9.  Johnson, S. M. (2006). The workplace maFers: Teacher quality, reten'on, and effec'veness (Working paper). Washington, DC: Na'onal Educa'on Associa'on Research Department.

10.  Quiocho, A. and Rios, F. (2000). “The Power of their Presence: Minority Group Teachers and Schooling.” Review of Educa'on Research, Vol. 70, no. 4, pp. 485-‐528

11.  Na'onal Center Educa'on Sta's'cs. (2013). Characteris'cs of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2011–12 Schools and Staffing Survey. U.S. DEPARTMENT OF EDUCATION

12.  NCES. (1997). “Teacher Professionaliza'on and Teacher Commitment: A Mul'level Analysis.” 13.  Shanker Ins'tute, State of Teacher Diversity, Sept 2015: hFp://www.shankerins'tute.org/resource/teacherdiversity 14.  Torres, A.C. (2014). “Are we architects or construc'on workers?” Re-‐examining teacher autonomy and turnover in

charter schools. Educa'on Policy Analysis Archives, 22(124). hFp://dx.doi.org/10.14507/epaa.v22.1614 15.  Villegas, A. and Clewell, B. 1998. Increasing the number of teachers of color for urban schools: lessons from the

pathways na'onal evalua'on. Educa'on and Urban Society, vol. 31 no. 1, p. 42-‐61 16.  Villegas, A., Strom, K., Lucas, T. 2012. “Closing the Racial/Ethnic Gap Between Students of color and their teachers: an

elusive goal. Equity & Excellence in Educa<on. 45(2), 283-‐301. 17.  Weber, Mark, Baker, Bruce, and Oluwole, Joseph. (2014). “One Newark’s” Racially Disparate Impact on Teachers. New

Jersey Educa'on Policy Forum. Retrieved [July 17, 2015] from: hFps://njedpolicy.wordpress.com

White PPT Teacher Diversity€¦ · Ethnic Diversity in Teaching: – The White House Initiative on...

Documents

Transcript of White PPT Teacher Diversity€¦ · Ethnic Diversity in Teaching: – The White House Initiative on...