TEACHER DIVERSITY

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Figure NOLA-3 presents another way to visualize these data. Here, we see changes within each racial and ethnic category over time. FIGURE NOLA-3: TEACHER POPULATION CHANGES BY RACE AND ETHNICITY, 2002–2012 100 80 Decreasing Increasing 60 40 20 0 -20 -40 -60 -44.4 3.3 -62.3 43.5 -80 -100 Overall White Black Hispanic Differences in group sizes for the various racial and ethnic categories can mean that relatively modest changes in one group’s proportional share can actually represent a fairly large shift within that category. For example, while the share of Black teachers in the district declined by about 25 percentage points from 2002 to 2012, the actual number of Black teachers actually declined by an astonishing 62 percent. Similarly, the nearly 20-point increase in the share of all teachers who were White represented a modest 3 percent increase in the total number of White teachers. Meanwhile, the tiny number of Hispanic teachers rose by almost 44 percent but still comprised only a small share of the workforce. Figure NOLA-4 illustrates the trends in the “representation gaps” between Black students and teachers (the proportion of students minus that of teachers, in percentage points). This gap is approximately twice the size in 2012 that it was in 2002. This is due mostly to the decline in the Black share of the teacher workforce. FIGURE NOLA-4: STUDENT-TEACHER REPRESENTATION GAP, BY RACE AND ETHNICITY, 2002–2012 60 50 40 30 37.0 20 18.3 10 0 -0.1 -0.1 -10 Black Hispanic ALBERT SHANKER INSTITUTE 64 THE STATE OF TEACHER DIVERSITY
The fact that teaching is a female-dominated occupation means that minority men usually constitute a minuscule proportion of the total teacher workforce. In New Orleans, this is particularly salient for Black males (Figure NOLA-5), which means that Black boys are particularly affected by the disparity in characteristics between teachers and students. FIGURE NOLA-5: BLACK TEACHERS AS A PROPORTION OF ALL TEACHERS, BY GENDER, CITYWIDE, 2002–2011 70 60 60.0 50 40 38.0 30 20 10 15.0 12.9 0 Black (F) Black (M) Hispanic (F) Hispanic (M) As would be expected from the sharp decline in the overall Black teaching force, the numbers for Black men and women (as a share of the total workforce) both declined between 2002 and 2012, though the drop was considerably steeper among women. Among Hispanics, in contrast, representation increased slightly among both men and women, although both proportions remained extremely low. 4. ARE NEW HIRES CONTRIBUTING TO TEACHER DIVERSITY IN NEW ORLEANS PUBLIC SCHOOLS? Given the shifts in the structure of New Orleans public schools, we must interpret our hiring and leaving results with particular caution. That said, in New Orleans, prior to Katrina (i.e., in 2003 and 2004), the proportion of school teachers each year who were new hires (or, more accurately, teachers who were new to the city in our dataset—see “About the City Profiles”) was roughly 10-15 percent, on average. Predictably, after Katrina, this rate increased considerably. Around three-quarters of the new hires we identified in our dataset were hired during this latter period (post-storm), the vast majority of whom were placed in state-run and charter schools. Figure NOLA-6 compares the proportion of new teachers each year, by race and ethnicity (Hispanics excluded), with the overall proportions of the city’s teaching force, also by race and ethnicity, in the previous year. Even before Katrina, White teachers were heavily overrepresented among new hires, relative to the share of White teachers overall in the previous year, while Black teachers were heavily underrepresented. 6 6 In most of the cities in this study, we identify newly hired teachers as those who “appear” in our datasets for the first time, which means that we might be identifying some teachers as new even if they had previously taught in the city—i.e., if they had switched between charter and district schools (since the unique teacher identifier in our datasets differs between sectors). Moreover, the same goes for “leavers”; we identify leavers as teachers who “leave” our dataset and do not return, but this would not count those who switch sectors (who would, of course, also be identified erroneously as new hires in their new sectors). All of this is also the case in New Orleans, although the definition of “sector” is slightly different; the unique teacher identifiers in our datasets differ between OPSB and state-authorized schools (RSD and Board of Elementary and Secondary Education). This means that any teachers in OPSB schools pre-Katrina who returned to their schools after they were taken over by state entities might be identified as new hires. In order to address this, at least partially, we exclude 2007 from our identification of new teachers (in addition to 2005 and 2006, due to the storm itself ), and we exclude 2004 from our identification of “leavers” (as well as 2005 and 2006). We are still, however, identifying some teachers as new who were in OPSB schools prior to the hurricane (and/or leavers who switched sectors). See the Data Appendix for additional details. ALBERT SHANKER INSTITUTE 65 THE STATE OF TEACHER DIVERSITY
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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
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Another study of particular relevan
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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 and 64: FIGURE LA-7: SECTOR LEAVER RATES, B
Page 65 and 66: ALBERT SHANKER INSTITUTE 61 THE STA
Page 67: FIGURE NOLA-1: SNAPSHOT OF STUDENT
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:
Page 115 and 116: Data Appendix Section 1: Acquisitio
Page 117 and 118: 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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