TEACHER DIVERSITY

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Figure 7 SECTOR LEAVER RATES, BY RACE AND ETHNICITY AND SECTOR, [YEARS] Each bar in this graph indicates the proportion of teachers who left the sector, by race and ethnicity, in each year of our dataset. The purpose is to provide a rough idea of the frequency of leaving for each race/ethnicity/sector combination, in order to assess whether teachers of some races/ethnicities exhibit higher leaving rates than others, and whether these comparisons change over time ■■ In all cities except Chicago, at least those for which we have teacher-level data that can be linked across years, “sector leavers” are identified as those who “left the dataset” at some point and did not return. This means that: (1) these leavers did not necessarily leave teaching, as they may have switched to a different city; (2) they did not necessarily leave the city, as they may have switched from a charter to a district school, or vice-versa; (3) they did not necessarily leave the sector, as they may have switched from a teaching to a non-teaching position; and (4) some leavers will be identified as such, despite having returned (in a year beyond the end of our datasets). Figure 8 NEW TEACHER CUMULATIVE SECTOR LEAVER RATES, BY RACE AND ETHNICITY AND SECTOR, [YEARS] This table presents cumulative attrition rates of new hires, by race/ethnicity, pooled across all years of our data. Comparing the estimates between ethnicities gives an idea of whether new teachers of some races/ethnicities stay longer than their colleagues of other races/ethnicities. ■■ Because these estimates are pooled across years, each row of the table includes a slightly different group of new-teacher cohorts. Specifically, the final row of the table includes only the first new-teacher cohort in our data (the second year we have for that sector), the second-to-last row includes the first two cohorts, and so on. This, in addition to the fact that the years of available data vary, means that these figures should not be compared across sectors or cities. ■■ See the descriptions of how new hires and sector leavers are identified, above. ■■ As is the case for several of our figures and tables, some of the new-teacher cohorts, particularly those in charter sectors, are very small samples, and the cumulative attrition rates should be interpreted carefully. Figure 9 AVERAGE STUDENT FRL RATE AND PERCENT MINORITY STUDENTS, BY SECTOR AND TEACHER RACE AND ETHNICITY, POOLED [YEARS] This figure presents the average school-level free and reduced-price lunch (FRL) rate and average percent of students who are Black or Hispanic (and, in some cases, Asian) by teacher ethnicity, pooled across all years of our data. The purpose is to provide a rough idea of the characteristics of the students in the schools in which the typical teacher of each race and ethnicity works. ■■ ■■ ■■ ■■ Note that these figures are teacher averages, not student averages. District and charter figures are (in most cities) based on different years of data. These estimates should not be compared across sectors or cities. We present the pooled estimates here, rather than the disaggregate trend, for easier viewing, and also because the between-ethnicity gaps in FRL and minority rates tend not to vary substantially over time. Estimates for each year are available in the master data tables. Some teachers (and, in a couple of cases, some years) may be excluded from these results due to missing school-level data, because, for example, the school failed to report the data, or because they are listed as employed in district offices (see the city/ sector data tables for match rates). ALBERT SHANKER INSTITUTE 28 THE STATE OF TEACHER DIVERSITY
Teacher and Student Diversity in Boston Public Schools 1. SUMMARY OF FINDINGS Although a 1985 federal court mandated that Boston act to diversify its teaching workforce, 1 Blacks and Hispanics constituted only about 30 percent of the Boston teacher force in 2011, even though Black and Hispanic students constituted more than three-quarters of the city’s public school student body. The proportion of Black teachers in the city declined modestly between 2001 and 2011, and the Type of data Years available BOSTON DATASET District Teacher level 2001–2011 Charter Teacher level 2007–2011 population of Black teachers experienced a substantial loss. The share of White and Hispanic teachers remained relatively stable, with only slight changes in population. In both the district and charter sectors, hiring patterns served to decrease the proportion of Black teachers and increase White representation, but this was partially offset Linked b/w years Multiracial category Total sample size Yes No 53,139 Yes 2007–2011 2,552 by slightly higher sector leaver rates among White teachers than Black teachers. 2. SNAPSHOT OF TEACHER AND STUDENT RACE AND ETHNICITY IN BOSTON PUBLIC SCHOOLS In 2011, our most recent year of data, nearly 80 percent of the students attending Boston’s public schools, pooled across district and charter sectors, were Black or Hispanic. Yet only about 3 in every 10 teachers were Black or Hispanic (Figure BOS-1). FIGURE BOS-1: SNAPSHOT OF STUDENT AND TEACHER RACE AND ETHNICITY, 2011 5.6% 0.3% 0.3% Teachers 7.9% 0.3% 1.7% 11.7% Students 9.5% White White Black Black Hispanic Hispanic 21.3% 63.1% Asian American Indian 41.8% 36.5% Asian American Indian Multiracial Multiracial/Other FOOTNOTE TO FIGURE: The “Multiracial” response was not available to teachers in district schools in 2011, but it was available to charter teachers and thus is retained in the figure above. This disparity was more pronounced in Boston’s charter schools (see Tables BOS-A and BOS-B), but both sectors exhibit large gaps between the race and ethnicity of students and teachers. 1 See Morgan v. Nucci (D. Mass. 1985) (https://casetext.com/#!/case/morgan-v-nucci) and Vaznis, J. (Jan. 20, 2014). “Officials in Boston Seeking Black Teachers: More Diversity Is Recruitment Goal; Imbalance Could Bring Litigation. The Boston Globe. 2 When interpreting levels or trends in race and ethnicity distributions in this profile, particularly between sectors, note that the “Multiracial” category was available to charter school teachers in all years (2007–2011) but not for district school teachers in any years. The relative frequencies are available, by year, in Tables BOS-A and BOS-B. ALBERT SHANKER INSTITUTE 29 THE STATE OF TEACHER DIVERSITY
Page 1 and 2: THE STATE OF TEACHER COVER DIVERSIT
Page 3 and 4: Table of Contents Section I: Execut
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: Figure 4 STUDENT/TEACHER REPRESENTA
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
Page 53 and 54: In general, White teachers in distr
Page 55 and 56: FIGURE CLE-9: AVERAGE STUDENT FRL R
Page 57 and 58: Table CLE-B Measure 2000 2001 2002
Page 59 and 60: In 2011, our most recent year of da
Page 61 and 62: The fact that teaching is a female-
Page 63 and 64: FIGURE LA-7: SECTOR LEAVER RATES, B
Page 65 and 66: ALBERT SHANKER INSTITUTE 61 THE STA
Page 67 and 68: FIGURE NOLA-1: SNAPSHOT OF STUDENT
Page 69 and 70: The fact that teaching is a female-
Page 71 and 72: Before and after Katrina, leaver ra
Page 73 and 74: Teacher and Student Diversity in Ne
Page 75 and 76: As Figure NYC-3 shows, differences
Page 77 and 78: The proportion of Black new hires i
Page 79 and 80: There were also differences among t
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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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TEACHER DIVERSITY

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