TEACHER DIVERSITY

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FIGURE LA-9: AVERAGE STUDENT FRL RATE AND AVERAGE PERCENT OF MINORITY STUDENTS, BY TEACHER RACE AND ETHNICITY, POOLED (2002–2011) District School Teachers 100 90 80 74.0 79.3 84.2 76.3 89.0 95.7 95.7 91.4 70 60 50 40 30 20 10 0 % FRL Students % Minority Students White Black Hispanic Asian Between 2002 and 2011, the typical Los Angeles teacher, regardless of race or ethnicity, worked in a school with a high percentage of lower-income students (75-85 percent) and minority students (90-96 percent). The average FRL rate was lowest in schools where the typical White teacher worked (74 percent), was higher for Asians (about 76 percent) and Blacks (about 79 percent), and highest for Hispanic teachers (about 84 percent). In terms of the percent of minority students served in the typical school, once again, the lowest averages were among White and Asian teachers, and the highest were for Black and Hispanic teachers. The typical Black or Hispanic teacher worked in a school where roughly 96 percent of students were minority, compared with 89 percent for the typical White teacher and 91 percent for the typical Asian teacher. This difference in demographics of students served was even more stark when looking at schools with high concentrations of only Black and Hispanic students. In this case, the typical Black or Hispanic teacher worked in a school where roughly 91 percent of students were Black or Hispanic, compared with 81 percent of students in the school of the typical White teacher. ALBERT SHANKER INSTITUTE 60 THE STATE OF TEACHER DIVERSITY
ALBERT SHANKER INSTITUTE 61 THE STATE OF TEACHER DIVERSITY
Page 1 and 2:
THE STATE OF TEACHER COVER DIVERSIT
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Table of Contents Section I: Execut
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Section I: Executive Summary EXECUT
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■■ ■■ the representation ga
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Section II: The Evidence on Teacher
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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
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: FIGURE LA-7: SECTOR LEAVER RATES, B
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
Page 81 and 82: Teacher and Student Diversity in Ph
Page 83 and 84: For example, while the proportion o
Page 85 and 86: In the district sector, the proport
Page 87 and 88: students were Black or Hispanic; fo
Page 89 and 90: Teacher and Student Diversity in Sa
Page 91 and 92: As you can see, differences in grou
Page 93 and 94: As you can see, the proportion of n
Page 95 and 96: varied quite a bit more by teacher
Page 97 and 98: Section IV: Cross-City Patterns and
Page 99 and 100: When one looks at these declines in
Page 101 and 102: Teacher leaver rates were the prima
Page 103 and 104: 1. Boston Teacher Residency Website
Page 105 and 106: ■■ ■■ ■■ Pursuing a deg
Page 107 and 108: 4. Minority Teacher Identification
Page 109 and 110: 6. Teach Tomorrow in Oakland Websit
Page 111 and 112: Perkins, B. H. (2003). “Today’s
Page 113 and 114: 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
Page 123 and 124:
District and sector Years Data type
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TEACHER DIVERSITY

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