TEACHER DIVERSITY

Figure 4
STUDENT/TEACHER
REPRESENTATION
GAP, BY RACE AND
ETHNICITY AND
SECTOR [YEARS]
The estimates in this figure
represent the race- and ethnicity-based
differences in relative
frequencies between students
and teachers (in percentage
points), by sector. For example,
a value of 20 percent means
that the proportion of students
is 20 percentage points higher
than that of teachers, in a given
sector and year. An upward
trend indicates that students
of a given race or ethnicity are
becoming more overrepresented
relative to teachers of that
same race or ethnicity, over
time.
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Gap trends in some instances may be volatile
due to small teacher samples
Figure 5
BLACK AND
HISPANIC (AND, IN
SOME CASES, ASIAN)
TEACHERS AS A
PROPORTION OF
ALL TEACHERS, BY
GENDER, DISTRICT
SCHOOLS, [YEARS]
This figure shows the total
proportion of male and female
Black and Hispanic (and, in
some cases, Asian) teachers
as a percentage of all teachers,
by year, for the district sector
only in each city. This portrays
the gender-specific representation
of minority teachers in the
teaching force, and whether it
is changing over time.
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Results in this figure are presented for
district sectors only.
Figure 6
PERCENT OF NEW
HIRES COMPARED
WITH PERCENT OF
ALL TEACHERS IN
PREVIOUS YEAR,
BY RACE AND
ETHNICITY AND
SECTOR [YEARS]
This is simply a comparison of
the proportion of newly hired
teachers of each race/ethnicity
in a given sector, with the
proportion of citywide teachers
of that same race/ethnicity in
the previous year. This permits
a rough assessment of whether
hiring patterns are serving
to increase or decrease the
representation of each race and
ethnicity in the teaching force.
The measure is presented in
terms of percentage points. If,
for example, 10 percent of new
hires in one year were Hispanic,
and 12 percent of all teachers
in the next year were Hispanic,
then the value presented in
this figure would be +2, which
would suggest that new hires
in this particular year served
to increase the representation
of Hispanic teachers (though
actual impact on the representation
gaps depends on hiring
as well as retention).
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In our analysis, “new hires” are teachers
who appear in our dataset for the first
time. Teachers who appear, leave, and then
reappear are coded as new hires upon their
first, but not their second, appearance.
In all years, teachers identified as new hires
may include teachers who were previously
employed at some point before our dataset
begins, as well as previously employed at
charter schools during the years included
in our dataset. Some teachers also may
be identified as new hires if they switched
from a non-teaching to a teaching position
within the sector.
In several of our cities, the previous year
citywide proportion to which the district
sector new-teacher distributions are compared
shifts in the year in which charters
become available in our datasets (i.e.,
the citywide distribution includes charter
teachers).
ALBERT SHANKER INSTITUTE 27 THE STATE OF TEACHER DIVERSITY