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BOARD OF DIRECTORS Danielle Allen Paul E. Almeida Anthony Bryk Barbara Byrd-Bennett Linda Darling-Hammond Han Dongfang Carl Gershman Sara Goldrick-Rab Ernest G. Green Surita Gupta E.D. Hirsch, Jr. Sol Hurwitz John Jackson Clifford B. Janey Lorretta Johnson Susan Moore Johnson Richard Kahlenberg Ted Kirsch Stanley S. Litow Michael Maccoby Herb Magidson Harold Meyerson Daniel Montgomery Susan B. Neuman Pedro Noguera Mary Cathryn Ricker Richard Riley William Schmidt Randi Weingarten Deborah Wince Smith The Albert Shanker Institute, endowed by the American Federation of Teachers and named in honor of its late president, is a nonprofit, nonpartisan organization dedicated to three themes—children’s educations, unions as an advocate for quality, and both civic education and freedom of association in the public life of democracies. Its mission is to generate ideas, foster candid exchanges and promote constructive policy proposals related to these issues. The institute commissions original analyses, organizes seminars, sponsors publications and subsidizes selected projects. Its independent board of directors is composed of educators, business representatives, labor leaders, academics and public policy analysts. This document was written by the Albert Shanker Institute, which is responsible for its content. It does not necessarily represent the views of the members of its board of directors. ACKNOWLEGEMENTS The Albert Shanker Institute is grateful to Aaron Pallas and Richard Ingersoll, who provided feedback to earlier drafts of the city profiles section; Howard Nelson, who contributed the Washington, D.C., data analysis; and Lindsey Myers, Ly Le and Matthew Rigsby, who assisted with data management and other research-related tasks. We are indebted to Channing Cooper, who managed the teacher-level data acquisition process, and we wish to thank Lisa Hansel for her contributions. EXECUTIVE DIRECTOR Leo E. Casey Copyright © Albert Shanker Institute. Permission is hereby granted to reproduce and distribute copies of the work for nonprofit education purposes, provided that copies are distributed at or below cost, and that the author and copyright notice are included on each copy. Any other distribution of these materials is prohibited without first receiving express written permission. ALBERT SHANKER INSTITUTE ii THE STATE OF TEACHER DIVERSITY
Table of Contents Section I: Executive Summary ......................................................................................................................1 Section II: The Evidence on Teacher Diversity .........................................................................................5 Section III: What Do the National Data Tell Us About Minority Teacher Shortages? .................14 By Richard Ingersoll Section IV: Teacher Diversity In Nine American Cities ........................................................................23 A).About the City Profiles ...........................................................................................................................24 B).The City Profiles n Boston ....................................................................................................................................................29 n Chicago ...................................................................................................................................................37 n Cleveland ...............................................................................................................................................45 n Los Angeles ...........................................................................................................................................54 n New Orleans .........................................................................................................................................62 n New York ...............................................................................................................................................69 n Philadelphia ..........................................................................................................................................77 n San Francisco ........................................................................................................................................85 n Washington DC ....................................................................................................................................92 C).Cross-City Patterns and Trends ...........................................................................................................93 Section V: Recruitment and Retention Programs That Promote Teacher Diversity ......................98 Section VI: Policy Recommendations ...................................................................................................108 Data Appendix ............................................................................................................................................111 n Section 1: Acquisition of Teacher-Level Data ............................................................................111 n Section 2: Other Data Sources ......................................................................................................113 ALBERT SHANKER INSTITUTE i THE STATE OF TEACHER DIVERSITY
Page 1: THE STATE OF TEACHER COVER DIVERSIT
Page 5 and 6: Section I: Executive Summary EXECUT
Page 7 and 8: ■■ ■■ the representation ga
Page 9 and 10: Section II: The Evidence on Teacher
Page 11 and 12: PROVIDING MINORITY STUDENTS WITH RO
Page 13 and 14: Another study of particular relevan
Page 15 and 16: Jost, J. T., Rudman, L. A., Blair,
Page 17 and 18: Section III: What Do the National D
Page 19 and 20: TABLE NAT-1: TRENDS IN THE NATION
Page 21 and 22: FIGURE NAT-3: PERCENT CHANGE IN STU
Page 23 and 24: Minority Teacher Turnover While min
Page 25 and 26: This brings us to a critical questi
Page 27 and 28: Section IV: Teacher Diversity in Ni
Page 29 and 30: ferent prisms. First, it compares t
Page 31 and 32: Figure 4 STUDENT/TEACHER REPRESENTA
Page 33 and 34: Teacher and Student Diversity in Bo
Page 35 and 36: Figure BOS-4 illustrates the trends
Page 37 and 38: any subsequent year). Where there w
Page 39 and 40: Table BOS-A Measure 2007 2008 2009
Page 41 and 42: Teacher and Student Diversity in Ch
Page 43 and 44: district schools and 2 percent in c
Page 45 and 46: public schools are approximately 10
Page 47 and 48: Table CHI-A Measure 2008 2009 2010
Page 49 and 50: Teacher and Student Diversity in Cl
Page 51 and 52: modest changes in one group’s pro
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In general, White teachers in distr
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FIGURE CLE-9: AVERAGE STUDENT FRL R
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Table CLE-B Measure 2000 2001 2002
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In 2011, our most recent year of da
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The fact that teaching is a female-
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FIGURE LA-7: SECTOR LEAVER RATES, B
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ALBERT SHANKER INSTITUTE 61 THE STA
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FIGURE NOLA-1: SNAPSHOT OF STUDENT
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The fact that teaching is a female-
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Before and after Katrina, leaver ra
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Teacher and Student Diversity in Ne
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As Figure NYC-3 shows, differences
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The proportion of Black new hires i
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There were also differences among t
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Teacher and Student Diversity in Ph
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For example, while the proportion o
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In the district sector, the proport
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students were Black or Hispanic; fo
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Teacher and Student Diversity in Sa
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As you can see, differences in grou
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As you can see, the proportion of n
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varied quite a bit more by teacher
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Section IV: Cross-City Patterns and
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When one looks at these declines in
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Teacher leaver rates were the prima
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1. Boston Teacher Residency Website
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■■ ■■ ■■ Pursuing a deg
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4. Minority Teacher Identification
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6. Teach Tomorrow in Oakland Websit
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Perkins, B. H. (2003). “Today’s
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BOTH FEDERAL AND STATE GOVERNMENT:
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Data Appendix Section 1: Acquisitio
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Data Appendix Section 2: Additional
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INFORMATION ON CITY/SECTOR DATASETS
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District and sector Years Data type
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District and sector Years Data type
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