Retaining Teachers of Color in Our Public Schools

8/12/2019 Retaining Teachers of Color in Our Public Schools

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PROGRESS

2050

Retaining Teachers of Colorin Our Public SchoolsA Critical Need for Action

By Glenda L. Partee June 2014


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Retaining Teachers of Colorin Our Public SchoolsA Critical Need for Action

By Glenda L. Partee June 2014


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1 Introduction and summary

4 Background

6 Access to effective teaching andhigh-quality educational opportunities

11 Policy recommendations

18 Conclusion

20 Endnotes

Contents


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1 Center for American Progress | Retaining Teachers of Color in Our Public Schools

Introduction and summary

As a na ion, we need o under ake s ra egic effor s o re ain and increase henumber o effec ive eachers o color in our educa or work orce. eachers o colorare signican ly underrepresen ed in he public school popula ion, despi e heac ha he number o s uden s o color is growing rapidly. We mus make sureha all s uden s especially his new s ream o diverse learners rom differencul ural and language backgrounds have access o no only high-quali y educa-ion oppor uni ies bu also a high-quali y and an equally diverse eaching orce.

Grea er eacher diversi y will help ensure ha odays s uden s are prepared osucceed in he u ure work orce, some in various educa or roles.

Te rs repor in his series, eacher Diversi y Revisi ed: A New S a e-by-S a e Analysis,1 explores he growing diversi y o he s uden popula ion in publicschools, as well as he shrinking diversi y o many s a e and regional eachingorces. Te second repor , Te Leaky Pipeline or eachers o Color: GetingMore eachers o Color in o he Classroom,2 racks how people o color en erand nego ia e he educa or pipeline, examines cri ical junc ures ha limi orexpand he par icipa ion o people o color in his pipeline, and highligh s s ra e-gies ha need ur her explora ion and in erven ion.

Tis repor , he hird in he series, ocuses on he need o re ain eachers ocolor specically, hose who effec ively improve s uden achievemen . Iexplores reasons or low eacher re en ion ra es and discusses promising re en ionpolicies and prac ices o ensure ha he mos capable eachers o color en er andremain in our public schools. Our goal is o genera e a serious dialogue amongeduca ors and policymakers, as well as wi hin communi ies o color and amongheir represen a ives, abou he ac ions necessary o appreciably increase he num-

bers o effec ive eachers o color in public schools. We need o be commited ore aining hese eachers and ensuring ha hey are major componen s o a diverseand compe en work orce.


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Tis repor s ndings include:

Retention is key to retaining more teachers of color. Research on he re en ionand urnover o eachers o color closely parallels research on new eachers, whoalso leave he pro ession a dispropor iona ely high ra es.3 I is cri ical ha we

give aten ion o he needs o bo h o hese groups. While much has been donein he pas 25 years o subs an ially increase he numbers o eachers o color inpublic schools, high levels o atri ion offse hese successes.4

Teachers of color are crucial to all schools. eachers o color are more likely o work and remain in high-pover y, hard- o-s aff urban schools and dis ric s hanheir whi e coun erpar s; in ac , hey ofen consider i an impor an du y o doso.5 Wha s more, eachers o color are known o be personally commited o hesuccess o children o color, and hey affec a wide range o s uden academicou comes. Tey also serve as power ul role models or all s uden s and prove

ha eaching can be a viable career or people o color.

The conditions that teachers of color face in high-poverty, hard-to-staff urbanschools and districts work against their success and longevity in these schools,

as well as in the profession as a whole. 6 Fac ors ha suppor eacher re en ionare amenable o social, cul ural, nancial, and human resource policy changes well wi hin he capaci y o schools and dis ric s o address.7

Based on hese ndings, s a e, dis ric , and school leaders, as appropria e, shouldake he ollowing s eps o increase he numbers o and re ain effec ive each-ers o color in our public schools:

Provide innova ive eacher-prepara ion approaches in universi y-based andal erna ive-cer ica ion programs, new rameworks or ransi ioning romrainees o ully unc ioning, effec ive eachers and suppor ing novice eachers,and career developmen or eachers o color ha ocuses on ways o explici lysuppor and re ain educa ors who can be success ul in schools wi h high propor-ions o s uden s o color.

Address condi ions in urban, hard- o-s aff schools ha compromise he effec-iveness and re en ion o eachers o color.


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Communi ies o color, heir advoca es, and policymakers, should:

Develop a priori y ocus on ataining a more diverse and represen a ive eacher work orce, wi h he specic goal o having local and s a e work orces reec heracial, e hnic, and linguis ic composi ions o classrooms.

Require eachers o be well grounded in he subjec s hey each and effec ive aensuring our children learn and achieve.

Press or ac ions o suppor and re ain effec ive eachers.

oge her, s a e, dis ric , and local school leaders as well as organized communi-ies o color can begin o remedy he low represen a ion o people o color in heeaching orce. S a es and dis ric s can work o en orce needed changes in eacherprepara ion and suppor o increase he re en ion o eachers o color. For heir

par , communi ies o color can work o highligh he need o develop and suppormore effec ive eachers o color in our schools and s eer more capable individualsoward he pro ession.


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Background

eachers o color are a subse o a pro ession ha is curren ly undergoing manychallenges affec ing he level o eacher urnover. Among hese challenges are aperceived loss o pres ige; a low bar or en ry, prepara ion, and creden ialing a aime when more s uden s need he highes -quali y eaching available; s agnanapproaches o he way eachers are rained, promo ed, and compensa ed; and an i-qua ed pension sys ems ha do no align wi h he mobili y, aspira ions, and careerpaterns o odays educa ors.8

eachers are also undergoing new, more rigorous evalua ions o heir classroomper ormance, which will affec personnel decisions and prescrip ions or supporand improvemen .9 Tese ac ions are he resul o curren public policy, which is based on he belie ha eachers should be accoun able or s uden grow h andachievemen and ha he resul s o evalua ions should suppor improvemen ineaching quali y. Barring improvemen , ineffec ive eachers should be counseledo consider o her elds o employmen or be dismissed. Tis will allow classroomso be popula ed wi h he mos diverse, effec ive eachers wi h he grea es po en-ial or success.

In addi ion o acing hese challenges and changes in he eld, eachers o colorhave he added dis inc ion o being signican ly underrepresen ed in heir pro es-sion a a ime when s uden s o color are emerging as he dominan sec or o hepublic school popula ion. (See ex box)


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At the national level, students of color make up almost halfof the public school population. In contrast, teachers of colorthose who are not non-Hispanic whitesmake up only 18 percentof the teaching force, and almost every state has a large teacherdiversity gap. In a number of states, this gap is widening. 10

These gures contrast with the makeup of the generalpopulation. In 2012, non-Hispanic whites comprised almost two-thirds63 percentof the total population; people of color com-prised the remaining 37 percent: 16.9 percent were Hispanic, 13.1percent were African American, 5.1 percent were Asian, 2.4 percentwere people of two or more races, 1.2 percent were American Indian

and Alaska Native, and 0.2 percent were Native Hawaiian and Pacic Islander.11 The adult population reects similar proportio2012, non-Hispanic whites made up 66 percent of the adult poption, while people of color made up 33 percent. 12

The composition of students of color in public schools ischanging. Between 2011 and 2022, enrollment in public elemtary and secondary schools will increase 7 percent. During thisthe enrollment of Hispanic students will increase by 33 percentenrollment of Asian students will increase by 20 percent; and thenrollment of African American students will increase by 2 perThe greatest increases will be seen in the South and the West. 1

Demographic trends of students and teachers of color


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Tese ndings do no mean ha all eachers o color achieve hese bene s or ha whi e eachers canno or do no . Tey do mean, however, ha effor s mus be madeo aggressively rain, recrui , and re ain effec ive eachers o all races and e hnici ieso prepare new, larger you h popula ions many o which are largely made up ors - and second-genera ion immigran s or pos secondary educa ion and careers.

The revolving door

One way o remedy he low numbers o eachers o color in public schools is os aunch heir exodus by promo ing higher re en ion ra es. Tis is cri ical, as each-ers o color are more likely o work in public schools ha serve high-minori y,high-pover y urban communi ies han heir whi e coun erpar s.23 Addi ionally,eachers o color are ofen mo iva ed by humanis ic commi men s o improve helives o low-income s uden s and s uden s o color and o bridge he cul ural gap

ha many o hese s uden s experience in school.24 Over he pas wo decades, hegrow h in number o eachers o color has almos doubled, ou pacing he grow ho whi e eachers. However, success ul effor s o recrui more eachers o color oschools in disadvan aged areas are largely nega ed by he revolving door o atri-ion: In general, eachers o color have higher urnover ra es han do o her each-ers.25 Moreover, male eachers o color are more han wo imes as likely as emaleeachers o color o leave he eld.26

Tere are many reasons or he underrepresen a ion o effec ive eachers o color,including inadequa e early academic prepara ion, which leaves oo many people ocolor unprepared or a eaching career; i can mani es as ailure o gradua e romhigh school, o en er and succeed in pos secondary educa ion, or o pass compe-ency es s a he eacher-prepara ion or cer ica ion level. O her reasons includeinadequa e high school counseling; expanded oppor uni ies in o her careers;limi ed access o higher educa ion or high-quali y eacher-prepara ion programsdue o socioeconomic circums ances; he amoun o discrimina ion people ocolor experienced en rou e o he eaching eld; or general dissa is ac ion wi h heeaching pro ession, a resul o low salaries and low occupa ional pres ige.27

Once in he classroom, challenging eaching condi ions and a lack o pro essionaland adminis ra ive suppor quickly drive eachers o color rom he pro ession.Exi ing eachers ci e poor prepara ion, insufficien classroom suppor , and limi edoppor uni ies or career advancemen as reasons or leaving.28


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Te ollowing sec ions highligh some ac ors linked o low eacher re en ion andhigh urnover.

Challenging teaching conditions

High urnover or eachers in general is atribu ed o poor working condi ions inhigh-pover y, urban communi ies. Tese condi ions include lower salaries hanhose in low-pover y school dis ric s, concerns abou school sa e y, larger classsizes, limi ed ins ruc ional resources and pro essional-learning oppor uni ies, lows uden achievemen , and high ra es o discipline problems.29

Bu while cer ain ac ors including large numbers o s uden s in pover y orhigh concen ra ions o s uden s o color are s rongly rela ed o whe her whi eeachers s ay a or leave a school, his is no he case wi h eachers o color. For

hese eachers, organiza ional condi ions such as low levels o adminis ra ivesuppor , lack o classroom au onomy, and lack o collec ive acul y decision-mak-ing inuence ofen rump nancial and resource ac ors, including money orins ruc ional ma erials and pro essional-developmen oppor uni ies.30 Based onhese ndings, educa ion researchers Richard Ingersoll and Henry May recom-mend ha among o her policy-amenable aspec s, high-minori y, urban schoolsshould shif heir ocus o improving organiza ional condi ions o increase heirchances o re aining eachers.31 For example, i policymakers and adminis ra orsimplemen more coheren human resource approaches, hey can posi ively affeche ways in which schools are organized, managed, and opera ed.32

Professional support and opportunities for career advancement

Researchers a he Harvard Gradua e School o Educa ion examined he s ageso he eaching career, paying par icular aten ion o he kinds o suppor andadvancemen oppor uni ies ha could inuence a eachers decision o remain ina school or o leave he pro ession.33 Te researchers ocus was no on eachers ocolor, bu heir ndings are none heless applicable o eachers o color a various

s ages o heir careers.

Researcher Susan Moore Johnson and her colleagues ound he highes urnoverra es in he early and la er s ages o he eaching career. Te degree o which neweachers el hey were eaching s uden s well was an impor an driver o heirpersis ence. Te researchers ound ha high-quali y men oring while rare and


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rs -year eachers induc ion in o he eaching pro ession are associa ed wi himproved sa is ac ion and re en ion o new eachers. Meanwhile, he researchersound ha he ollowing s ra egies boos ed he re en ion o experienced each-ers: high-quali y pro essional developmen ha helped hem hone heir craf anddevelop new skills; new and differen ia ed roles, including leadership roles ou side

he classroom; and career ladders ha provided increasing levels o responsibili yand leadership or ha rewarded ou s anding eaching prac ices.34

Certification, gender, and group affiliation

Gender and cer ica ion s a us are also signican , unique predic ors o whe hereachers o color leave he eld. Male eachers o color are more han wo imes aslikely o leave eaching as are emale eachers o color, and eachers o color whoare cer ied in heir main eaching eld are only hal as likely o leave he eld as

are o her eachers.35 Researchers Hilary Kissel, Pa rick Meyer, and Xiao eng Liuconcluded ha he curren move oward en orcing eachers cer ica ion in heirprimary eaching elds should help improve re en ion o eachers o color.36

Ano her ac or ha affec s male eachers o color is group affilia ion. Researchersravis Bris ol and Ron Ferguson ound ha A rican American male eachers

were more con en a heir schools and less likely o leave heir curren school ihey were no he sole male o color here; hey pre erred o be par o a group o

A rican American male eachers.37 According o he s udy, responden s who werehe only A rican American men on he acul y indica ed a grea er desire o leaveheir curren schools, even in a slow economy, han did responden s wi h our ormore A rican American men on he acul y.38

Alternative, short-term certification programs39

Bety Achins ein and her colleagues ound ha re en ion ra es in he overalleacher work orce ended o be lower or eachers who atended al erna ive, shor -erm cer ica ion programs han hey were or eachers who atended radi ional

college-based prepara ion programs. Al hough no s udy has direc ly examinedi his patern holds rue or eachers o color, research has revealed ha higherpropor ions o eachers o color received heir prepara ion in al erna ive programs,compared o whi e eachers, who end o gradua e rom radi ional, universi y- based programs.40


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Cri ics o hese al erna ive programs say hey offer shor cu s in o eaching, ofenlack rigor, and do no provide enough clinical experience be ore placemen in heclassroom. Research on hese programs has yielded mixed resul s wi h respec o heper ormance o heir gradua es compared o he per ormance o radi ional rou egradua es.41 Never heless, hese programs offer op ions or a more diverse group o

u ure eachers han radi ional eacher-cer ica ion programs. Signican ly, heyappeal o career-changers: individuals who did no pursue an educa ion major incollege, bu seek o give back o heir communi ies by en ering he pro ession. Suchprograms should be preserved, and heir quali y should be enhanced.


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Policy recommendations

Improvemen s in re en ion s ar a ini ial prepara ion and con inue hrough cer-ica ion in o he pro ession and he cri ical rs years o eaching. As discussedabove, re en ion is dependen on eaching condi ions and relies in par on heindividual s mo iva ion or eaching, as well as wha hey view as he po en ial ora success ul and rewarding career.

Researchers who have reviewed s udies o re en ion and urnover ra es or

eachers o color conclude ha solu ions are largely wi hin he realms o publicpolicy and parallel research on eacher re en ion in he larger work orce, includ-ing research on he re en ion o new eachers. urnover or new eachers ispar icularly acu e: Up o 50 percen o new eachers leave he pro ession wi hinve years.42 Researchers also indica e ha here is much we do no know abouhe ac ors cri ical o re aining eachers o color, and ha more can be done oin orm suppor ive and re en ion policies.43

Recommenda ions or improving he re en ion o eachers o color are discussed below. Some apply o all eachers such as improving eaching effec iveness ordiverse s uden popula ions and some are specic o re aining effec ive eacherso color. We ocus rs on ac ions ha s a es, dis ric s, and school leaders can ake. We hen shif our aten ion o ac ions and advocacy effor s ha communi ies ocolor should consider.

States, districts, and school leaders

As appropria e, s a es and school dis ric s and local leaders should s rive o pre-

pare, suppor , develop, and re ain effec ive eachers, par icularly new eachers andeachers o color.


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Be ore hey reach he classroom, eachers need o be prepared. S a es shouldhere ore incen ivize producers o develop innova ive approaches o eacherprepara ion in bo h universi y-based and al erna ive-cer ica ion programs.Dis ric s and schools should develop new rameworks o suppor hese eachersas hey ransi ion in o heir jobs and develop heir skills. Tey should also allow

eachers o color o develop in heir jobs in ways ha suppor heir re en ion. Tisis par icularly impor an or eachers o color who can work success ully in schoolsha have high propor ions o s uden s o color.

Below, we explore each o hese ideas in grea er de ail. I should be no ed, how-ever, ha more research is needed on eacher re en ion; according o Achins einand her colleagues, hese approaches signican ly improve re en ion ra es, bumore work is needed o veri y program impac s and o iden i y specic charac er-is ics ha con ribu e o he re en ion o eachers o color.44

Reform teacher preparation in ways thatproduce greater numbers of effective teachers

Harvard Universi y researcher Tomas J. Kane proposes a new model o eacherraining ha combines re orms rom differen sources o ini ial raining, includinghigher admission s andards or eacherraining programs, higher-quali y rain-ing ha includes clinical raining, and grea er selec ivi y in wha eachers go o wha schools, in erms o grade-poin averages and per ormance evidence.45 Teseac ions would help eleva e he s a us o eaching by ocusing on he mos capable,highes -per orming candida es, providing hem wi h he bes heore ical andreal-world experiences, and ensuring ha hey are compe en and classroom-readyeachers upon gradua ion.

As i curren ly s ands, however, eacher prepara ion in his coun ry is no consis-en ly o high quali y. We need o improve basic prepara ion measures o producecompe en and school-ready gradua es who have he grea es chance o successin challenging school setings and wi h diverse s uden popula ions. Te ex box below explores he deci s o eacher-prepara ion programs.


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Pu simply, he curren eacher-prepara ion model does no doenough o ensure ha he bes candida es are ready or each-ing jobs, especially hose in low-income urban setings andhose wi h diverse s uden popula ions. In addi ion o higheradmissions s andards, here is a need or grea er collabora ion

be ween eacher-prepara ion programs and he school dis-ric s likely o hire program gradua es. Tis will ensure ha heraining hese programs provide aligns wi h he classroom ands uden needs o he dis ric s.

Te call or grea er selec ivi y in program admissions andini ial selec ion has been me wi h concern ha hese ac ions will ur her limi he number o po en ial eachers o color.Researchers atribu e increased s andards in he eld, in man-da ed assessmen s, and in licensure examina ions o he shor -

age in eachers o color.47

Te nuances o program selec ivi y, improved s andards, andheir impac s on eachers o color are beyond he scope o hisrepor . However, i should be no ed ha selec ivi y, quali y, anddiversi y are no mu ually exclusive. Te Na ional Council oneacher Quali y s 2013 repor48 iden ies 83 undergradua e andgradua e educa ion programs ha earn a S rong Design designa ion becauseo heir selec ivi y, high quali y, and he ac ha hey produce a diverse group ogradua es.49 Tere is a need or more eacher-prepara ion programs o embracecalls or higher quali y and candida e expec a ions indeed, o marry he call orquali y and diversi y. Improved prepara ion will go a long way oward minimizinghe number o new eachers ha en er our schools ill-equipped and quickly exihrough he revolving door.

Te same holds rue or al erna ive-cer ica ion rou es. Al hough hese programshave been an impor an source o male eachers and male eachers o color inhe pas especially or hard- o-s aff dis ric s and subjec s hey mus providerigorous prepara ion and ongoing suppor o heir rainees o help hem mee high

s andards o effec iveness in classrooms wi h diverse s uden popula ions. In his way, we can ensure ha hese classrooms re ain effec ive eachers.

According to the National Council on TeachQuality,46 only one in four teacher-preparatiprograms in the United States restricts ad-missions to the top half of the college-goingpopulation. Furthermore, a large majoritypercentdoes not provide elementary teachcandidates with practical, research-based traing in reading instruction methods, and almall programs93 percentfail to ensure a hquality student-teaching experience in whiccandidates are assigned to highly skilled tea

and receive frequent concrete feedback. Furmore, only 11 percent of elementary prograand 47 percent of secondary programs provteachers with adequate content preparation the subjects they will teach.

Quality components arein short supply in teacher-preparation programs


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o atrac and keep eachers o color, hese schools will need social, human,cul ural, and nancial resources, as well as organiza ional s ruc ures ha supporand empower eachers hrough grea er classroom au hori y and acul y inuence.Dis ric s and schools mus priori ize effor s o elimina e unwelcoming condi ionsor eachers and s uden s o color by embracing he mul icul ural composi ion

o he s uden body, elimina ing nega ive ati udes abou s uden s o color, je -isoning low expec a ions or hese s uden s achievemen , promo ing cul urallyrelevan eaching, and minimizing eacher con rols and cons rain s.58

Re aining effec ive eachers o color also involves developing rewards and incen-ives or he mos effec ive eachers o work in hese schools and lead o hereachers in pro essional-learning communi ies ocused on improving s udenou comes. As no ed earlier, his involves developing career pa hways and o herin ormed human resource s ra egies or eachers o color. Given he overwhelmingpresence o whi e eachers in he work orce, i also means providing beter rain-

ing or whi e eachers and adminis ra ors in how o os er and suppor op imumcondi ions or diverse groups o s uden s and eachers.

Communities of color, advocates, and policymakers

Communi ies o color and hose who advoca e or hem should develop a priori yocus on re aining a more diverse, represen a ive, and effec ive eacher work orce.Ul ima ely, bo h local and s a e work orces should reec he racial, e hnic, andlinguis ic composi ion o s uden s in he classroom.

Address the imbalance between students and teachers of color

I is o s uden s bene o have s rong educa ors and role models who look likehem and who share heir cul ural experiences; his can only help improve heirlevels o achievemen . Tere ore, communi ies o color should work wi h heirmembers, as well as governmen agencies and heir ne works o communi y-basedorganiza ions, o genera e in eres in and suppor or he eaching pro ession

among po en ial candida es o color.

Communi ies o color mus also work o iden i y and allevia e he underlyingreasons or he underrepresen a ion o eachers o color in public schools. Tese rea-sons may include poor prepara ion a he high school level; inadequa e counseling;limi ed access o high-quali y prepara ion and cer ica ion programs; and he schoolcondi ions, discussed above, which cause eachers o color o leave he pro ession.


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Ensure teachers are well grounded in their subject areas

Communi ies o color should make sure ha all eachers mee and adhere o a basic requiremen o be well versed in heir subjec areas. Only eachers who arein ormed abou wha hey each can effec ively help s uden s learn and achieve.

No mater heir race or e hnici y, effec ive eachers are a premium; paren s andcommuni y members should demand no hing less or heir s uden s. However,he ex en o which s uden s and s uden s o color in par icular derive addi-ional value rom a more represen a ive eacher work orce is impor an and should

be aken in o considera ion. Communi ies o color should here ore press or here en ion and suppor o effec ive eachers o color.


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Conclusion

Trough a concer ed and sus ained effor , we can achieve a more diverse andeffec ive eaching orce. Te s ra egies presen ed above are a good s ar , bu heyalone will no be sufficien . Much more mus be done o develop effec ive eachers who can keep up wi h he major demographic shifs curren ly aking place in hes uden popula ion.

S a es and school dis ric s have he power o remove barriers o he re en ion and

success o eachers o color. Tose ha do no address hese barriers by, orexample, suppor ing high-quali y eaching and re orming school condi ions willcon inue o ace high urnover, des abilized acul ies, and unsa is ac ory s udenachievemen levels. Communi ies o color mus advoca e or effec ive each-ing and encourage heir children o prepare o en er a rigorous and demandingpro ession. Tis repor s ndings underscore no only he need or a renewedpolicy ocus on re aining he mos effec ive eachers o color bu also on suppor -ing effor s o prepare eachers o be success ul in classrooms wi h highly diverses uden popula ions.


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About the author

Glenda L. Partee ormerly served as he Associa e Direc or or eacher Quali y ahe Cen er or American Progress. Her work ocused on improvemen s in humancapi al sys ems in our public schools. Prior o joining CAP, she was an independen

educa ion consul an who advised and wro e or local and s a e school sys ems,educa ion associa ions, ounda ions, and nonpro organiza ions on diverse issues.

From 2005 o 2009, Par ee served in a number o capaci ies a he Dis ric oColumbia Office o he S a e Superin enden o Educa ion, including as direc oro policy, research, and analysis, and assis an superin enden or pos second-ary educa ion and work orce readiness. Previously, she was co-direc or o he American You h Policy Form and held posi ions a he Council o Chie S a eSchool Officers and he Na ional Associa ion or Equal Oppor uni y in HigherEduca ion. She was a member o he New York Ci y Urban eacher Corps and

augh in schools in New York Ci y and S . Croix, U.S. Virgin Islands.

Acknowledgements

Many researchers, advoca es, prac i ioners, and policymakers con ribu ed ohe ideas represen ed in his repor . I gra e ully acknowledge heir con inuingeffor s o highligh he dispari y be ween he changing demographics o s uden sin our public schools which resul s in grea diversi y among our public schools uden s and he s a ic composi ion o our eacher work orce, which does noreec his diversi y. I hank my colleagues in he educa ion division o he Cen ero American Progress or heir suppor in he developmen o his repor , par icu-larly Ulrich Boser or his inpu and ideas on various versions, and Melissa Lazarnor her general suppor o his effor . Foremos , I hank Vanessa Crdenas and heProgress 2050 s aff or heir work on he impac o demographic changes in hiscoun ry and heir in eres in how i affec s educa ion and he eacher work orce.Tey provided much o he suppor or his repor .


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Endnotes

1 Ulrich Boser, Teacher Diversity Revisited: A New State-by-State Analysis (Washington: Center for AmericanProgress, 2014), available at http://www.american-progress.org/issues/race/report/2014/05/04/88962/teacher-diversity-revisited/ .

2 Farah Ahmad and Ulrich Boser, The Leaky Pipeline for Teachers of Color: Getting More Teachers of Color intothe Classroom (Washington: Center for American Prog-ress, 2014), available at http://www.americanprogress.org/issues/race/report/2014/05/04/88960/americas-leaky-pipeline-for-teachers-of-color/ .

3 Betty Achinstein and others, Retaining Teachers ofColor: A Pressing Problem and a Potential Strategy forHard-to-Staff Schools,Review of Educational Research 80 (1) (2010): 71107, available at http://rer.sagepub.com/content/80/1/71 .

4 Richard Ingersoll and Henry May, Recruitment, Reten-tion and the Minority Teacher Shortage (Consortium forPolicy Research in Education, 2011), available at http://www.cpre.org/sites/default/les/researchreport/1221_minorityteachershortagereportrr69septnal.pdf .

5 Achinstein and others, Retaining Teachers of Color.

6 Ibid.; Ingersoll and May, Recruitment, Retention andthe minority Teacher Shortage.


8 Tama Hiler and Lanae Erickson Hatalsky, Teaching: TheNext Generation (Washington: Third Way, 2014), avail-able at http://www.thirdway.org/publications/811 .

9 In 2011, the Obama administration propelled changetoward more rigorous evaluations by offering waiversfrom key provisions of the federal No Child Left BehindAct. One of the reforms needed to obtain a waiverrequired states and school districts to develop, adopt,pilot, and implement teacher and principal evaluationand support systems that would both inform personneldecisions and support instructional improvement.

These new systems differentiated teacher performanceinto at least three levels that distinguished betweenpoor performers and high per formers. Evaluation wasto be based on multiple valid measures that includedgrowth in student achievement as a signicant factor,as well as other measures of professional practice, suchas observations, teacher portfolios, and student andparent surveys. These new systems were to provideclear and timely teacher and principal evaluations on aregular basis, and compile useful feedback on teacherneeds and professional learning in order to informpersonnel decisions. For more information, see U.S.Department of Education ESEA Flexibility: FrequentlyAsked Questions, available at http://www2.ed.gov/policy/elsec/guid/esea-exibility/index.html (last ac-cessed June 2014).

10 Boser, Teacher Diversity Revisited.

11 U.S. Bureau of the Census, State and County Quick-Facts: USA, available athttp://quickfacts.census.gov/qfd/states/00000.html (last accessed June 2014).

12 Kids Count Data Center, Adult Population byRace, available at http://datacenter.kidscount.org/data/tables/6539-adult-population-by-race?loc=1&loct=2#ranking/1/any/true/868/68/13517(last accessed June 2014).

13 William J. Hussar and Tabitha M. Bailey, Projections ofEducation Statistics to 2022: Forty-rst Edition (Wash-ington: National Center for Education Statistics, 2014),available at nces.ed.gov/pubs2014/2014051.pdf.


15 Tim Sass and others, Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools. WorkingPaper 52 (National Center for Analysis of LongitudinalData in Education Research, 2010), available at http://www.caldercenter.org/UploadedPDF/1001469-calder-working-paper-52.pdf ; William L. Sanders and June C.Rivers, Cumulative and Residual Effects of Teacherson Future Student Academic Achievement (Knoxville, TN: University of Tennessee Value-Added Research andAssessment Center, 1996), available at http://www.cgp.upenn.edu/pdf/Sanders_Rivers-TVASS_teacher%20effects.pdf .

16 National Center for Education Statistics, Do Disadvan-taged Students Get Less Effective Teaching? (2014),available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20144010. This report concluded that,in a given year, disadvantaged students received less-

effective teaching than nondisadvantaged students inthe same grades. These ndings were based on datafrom 29 districts in grades 4 through 8 and two statesin grades 4 and 5. The average disparity in teachingeffectiveness was equivalent to about four weeks oflearning for reading and two weeks for math. I t wasnoted that the overall achievement gap for disadvan-taged students in grades 4 through 8 is equivalent toabout 24 months in reading and 18 months in math. The authors estimate that differences in teaching effec-tiveness for one year represent 4 percent of the existinggap in reading and 2 percent to 3 percent in math.


18 Fahima Haque, America needs more black and Hispanicmale teachers, The Root Live DC Blog, March 29, 2012,available at http://www.washingtonpost.com/blogs/therootdc/post/america-needs-more-black-and-hispan-

ic-male-teachers/2012/03/29/gIQArgf0iS_blog.html .

19 U.S. Department of Education, U.S. Secretary of Educa-tion Duncan and Film Producer Spike Lee to Call onMorehouse Students to Pursue Teaching Careers, Pressrelease, January 2011, available at http://www.ed.gov/news/media-advisories/us-secretary-education-duncan-and-lm-producer-spike-lee-call-morehouse-stude ; Edward Hayes, In search of black male teachers,MenTeach Blog, March 3, 2010, available at http://www.menteach.org/news/in_search_of_black_male_teachers.

20 Achinstein and others, Retaining Teachers of Color;Judith Torres and others, Minority Teacher Recruit-ment, Development, and Retention (Providence, RI: The Education Alliance at Brown University, 2004),available at http://www.brown.edu/academics/education-alliance/publications/minority-teacher-

recruitment-development-and-retention ; Ana MariaVillegas and Jacqueline Jordan Irvine, Arguments forIncreasing the Racial/Ethnic Diversity of the TeachingForce: A Look at the Evidence (2009); Ana MariaVillegas an d Tamara F. Lucas, Diversifying the TeacherWorkforce: A Retrospective and Prospective Analysis,Developing the Teacher Workforce: 103rd Yearbook forthe Study of Education 103 (1) (2004).
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Sanders_Rivers-TVASS_teacher%2520effects.pdfhttp://www.cgp.upenn.edu/pdf/Sanders_Rivers-TVASS_teacher%2520effects.pdfhttp://www.caldercenter.org/UploadedPDF/1001469-calder-working-paper-52.pdfhttp://www.caldercenter.org/UploadedPDF/1001469-calder-working-paper-52.pdfhttp://www.caldercenter.org/UploadedPDF/1001469-calder-working-paper-52.pdfhttp://quickfacts.census.gov/qfd/states/00000.htmlhttp://quickfacts.census.gov/qfd/states/00000.htmlhttp://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.htmlhttp://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.htmlhttp://www.thirdway.org/publications/811http://www.cpre.org/sites/default/files/researchreport/1221_minorityteachershortagereportrr69septfinal.pdfhttp://www.cpre.org/sites/default/files/researchreport/1221_minorityteachershortagereportrr69septfinal.pdfhttp://www.cpre.org/sites/default/files/researchreport/1221_minorityteachershortagereportrr69septfinal.pdfhttp://rer.sagepub.com/content/80/1/71http://rer.sagepub.com/content/80/1/71http://www.americanprogress.org/issues/race/report/2014/05/04/88960/americas-leaky-pipeline-for-teachers-of-color/http://www.americanprogress.org/issues/race/report/2014/05/04/88960/americas-leaky-pipeline-for-teachers-of-color/http://www.americanprogress.org/issues/race/report/2014/05/04/88960/americas-leaky-pipeline-for-teachers-of-color/http://www.americanprogress.org/issues/race/report/2014/05/04/88962/teacher-diversity-revisited/http://www.americanprogress.org/issues/race/report/2014/05/04/88962/teacher-diversity-revisited/http://www.americanprogress.org/issues/race/report/2014/05/04/88962/teacher-diversity-revisited/


24/26


21 Kenneth J. Meier, Joseph Stewart, Jr., and Robert E. Eng-land, Race, Class, and Education: The Politics of Second-Generation Discrimination (Madison, WI: University ofWisconsin Press, 1989).

22 Villegas and Irvine, Arguments for Increasing theRacial/Ethnic Diversity of the Teaching Force; Thediversity gap is not just an American problem. Organ-isation for Economic Co-operation and Development,or OECD, countries have become more diverse, whiletheir teaching forces remain relatively homogeneous. The OECD cites evidence suggesting that teachers fromminority backgrounds can serve as powerful role mod-els for their diverse students. For more information,see the Organisation for Economic Co-operation andDevelopment, Educating Teachers for Diversity: Meetingthe Challenge (OECD Publishing, 2010), available athttp://dx.doi.org/10.1787/9789264079731-en .

23 Ingersoll and May, Recruitment, Retention and theMinority Teacher Shortage; Hilary L. Kissel, J. PatrickMeyer, and Xiaofeng Liu, Successful Retention of Newand Minority Teachers: Results from the SASS and TFS (2006), available at http://www.jmu.edu/assess-ment/research/students/Kissel,%20Meyer,%20&%20Liu_AERA%20Paper.pdf .


25 Kissel, Meyer, and Liu, Successful Retention; Ingersolland May, Recruitment, Retention and the Minority

Teacher Shortage; Achinstein and others, Retaining Teachers of Color.

26 Kissel, Meyer, and Liu, Successful Retention.

27 Michael B. Webb, Increasing Minority Participation inthe Teaching Profession (New York: Institute for Urbanand Minority Education, 1986), available at http://iume.tc.columbia.edu/i/a/document/15342_Digest_31.pdf .

28 Janet E. Kearney-Gissendancer, Minority TeacherRecruitment and Retention Strategies (New York: Eyeon Education, 2010), available at http://books.google.com/books?id=kR4jAQAAQBAJ&pg=PA108&lpg=PA108&dq=National+Commission+on+TEaching+and+America%27s+Future+Urban+teaching+academies&source=bl&ots=EV5HU1-OcJ&sig=NHI4MduXaOCyeCkfzNUiMBFSo44&hl=en&sa=X&ei=JVpVU_-9AqbJsQT5sILoAg&ved=0CDoQ6AEwAw#v=

onepage&q=National%20Commission%20on%20 TEaching%20and%20America%27s%20Future%20Urban%20teaching%20academies&f=false.

29 Geoffrey D. Borman and N. Maritza Dowling, TeacherAttrition and Retention: A Meta-Analytic and NarrativeReview of the Research,Review of Educational Research 78 (3): 367409.

30 Ingersoll and May, Recruitment, Retention and theMinority Teacher Shortage.

31 Ibid.

32 The National Commission on Teaching and AmericasFuture indicates that school leaders can reduce teacherturnover with coherent human resource policies thatbegin with measuring teacher turnover and under-standing its consequences, followed by hiring practices

focused on the best prepared candidates, compre-hensive induction programs, and the commitment toachieving a genuine learning organization that sup-ports the learning of all teachers and provides embed-ded professional development, collaboration amongteachers, and nancial rewards for improving studentachievement. For more information, see the NationalCommission on Teaching and Americas Future, TheHigh Cost of Teacher Turnover (2007), available athttp://www.nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdf .

33 Susan Moore Johnson, Jull Harrison Berg, andMorgaen L. Donaldson, Who Stays in Teaching andWhy: A review of the Literature on Teacher Retention(Cambridge, MA: The Project on the Next Generation of Teachers, Harvard Graduate School of Education, 2005),available at http://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdf .

34 Examples of new and differentiated roles cited byJohnson, Berg, and Donaldson, include serving as amentor teacher, instructional coach, grade-level teamleader, or department head. Research indicates thatin order to effectively increase teachers commitmentto their schools, these leadership roles must be wellmatched to the individual teachers skills, offer variety,be supported by the school and administration, andprovide compensation for extra work time.

35 Kissel, Meyer, and Liu. Successful Retention.

36 Ibid.

37 Travis Bristol, Calling Black Men to the Blackboard, TheShanker Blog, September 4, 2013, available at http://shankerblog.org/?p=8776#more-8776.

38 Ibid.

39 Participants typically hold a bachelors degree in aeld other than education. They often teach whilecompleting requirements for alternative certica-

tion, which includes demonstration of subject matterexpertise, either by taking course work or passing anexam. Some states also require student teaching, andthe majority of states require that alternative routesprovide mentoring support to prospective teachers.For more information, see Education Week, Alternative Teacher Certication, available at http://www.edweek.org/ew/issues/alternative-teacher-certication/; Alternative, short-term certication programson therise in numbers and popularity since the 1980sac-count for approximately one-third of new teacher hires.In contrast to the traditional route into teaching, thesecertication programs are credited with bringing moremales and teachers of color into the profession, as wellas more mature, life-experienced individuals. They arealso effective in recruiting teachers for hard-to-staff ur-ban and rural settings as well as shortage subjects suchas math and science. For more information, see VaishaliHonawar, Alternative-Certication Programs Multiply,

Education Week, April 17, 2007, available at http://www.edweek.org/ew/articles/2007/04/18/33altcert.h26.html; National Center for Education Information, Alter-native Routes to Teacher Certication: And Overview,available at http://www.ncei.com/Alt-Teacher-Cert.htm (last accessed May 2014).

40 Achinstein and others. Retaining Teachers of Color.

41 Honawar, Alternative-Certication Programs Multiply;National Center for Education Information, AlternativeRoutes to Teacher Certication.


43 Ibid.

44 Ibid.

45 Thomas J. Kane, A Flexner Report on TeacherPreparation, The Brookings Institution BrownCenter Chalkboard Blog, April 9, 2014, available athttp://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT-9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mC-wDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632.
http://dx.doi.org/10.1787/9789264079731-enhttp://www.jmu.edu/assessment/research/students/Kissel,%20Meyer,%20&%20Liu_AERA%20Paper.pdfhttp://www.jmu.edu/assessment/research/students/Kissel,%20Meyer,%20&%20Liu_AERA%20Paper.pdfhttp://www.jmu.edu/assessment/research/students/Kissel,%20Meyer,%20&%20Liu_AERA%20Paper.pdfhttp://iume.tc.columbia.edu/i/a/document/15342_Digest_31.pdfhttp://iume.tc.columbia.edu/i/a/document/15342_Digest_31.pdfhttp://www.nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdfhttp://www.nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdfhttp://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdfhttp://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdfhttp://www.edweek.org/ew/issues/alternative-teacher-certification/http://www.edweek.org/ew/issues/alternative-teacher-certification/http://www.edweek.org/ew/articles/2007/04/18/33altcert.h26.htmlhttp://www.edweek.org/ew/articles/2007/04/18/33altcert.h26.htmlhttp://www.edweek.org/ew/articles/2007/04/18/33altcert.h26.htmlhttp://www.ncei.com/Alt-Teacher-Cert.htmhttp://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/04/09-reinventing-teacher-preparation-kane?utm_campaign=Brown+Center+on+Education+Policy&utm_source=hs_email&utm_medium=email&utm_content=12455632&_hsenc=p2ANqtz--yADkyWFOGtprR--PszZyYx7ogT9WpRp1oVPqtlCuvbBNTZobQjjXmGymQ9qWd3mCwDJr3KeyYQNVdpDOf1eeA8XOjOQ&_hsmi=12455632http://www.ncei.com/Alt-Teacher-Cert.htmhttp://www.edweek.org/ew/articles/2007/04/18/33altcert.h26.htmlhttp://www.edweek.org/ew/articles/2007/04/18/33altcert.h26.htmlhttp://www.edweek.org/ew/articles/2007/04/18/33altcert.h26.htmlhttp://www.edweek.org/ew/issues/alternative-teacher-certification/http://www.edweek.org/ew/issues/alternative-teacher-certification/http://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdfhttp://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdfhttp://www.nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdfhttp://www.nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdfhttp://iume.tc.columbia.edu/i/a/document/15342_Digest_31.pdfhttp://iume.tc.columbia.edu/i/a/document/15342_Digest_31.pdfhttp://www.jmu.edu/assessment/research/students/Kissel,%20Meyer,%20&%20Liu_AERA%20Paper.pdfhttp://www.jmu.edu/assessment/research/students/Kissel,%20Meyer,%20&%20Liu_AERA%20Paper.pdfhttp://www.jmu.edu/assessment/research/students/Kissel,%20Meyer,%20&%20Liu_AERA%20Paper.pdfhttp://dx.doi.org/10.1787/9789264079731-en


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46 Julie Greenberg, Arthur McKee, and Kate Walsh,Teacher Prep Review: A Review of the Nations TeacherPreparation Programs (Washington: National Councilon Teacher Quality, 2013), available at http://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Report.

47 Torres and others, Minority Teacher Recruitment, De-velopment and Retention; Emery Petchauer, TeacherLicensure Exams and Black Teacher Candidates: TowardNew Theory and Promising Practice, The Journal ofNegro Education 81 (3) (2012): 252267.

48 Greenberg and others, Teacher Prep Review.

49 This standard evaluates admission requirements forelementary, secondary, and special-education teachercandidates to determine if they help ensure thatprograms are drawing from the top half of the college-enrolled population. Prospective teachers should haveabove-average SAT or ACT scores, or at least a 3.0 g radepoint average. The standard is tailored to t differentpractices at the undergraduate and graduate levels.A program achieving a Strong Design distinctioneither has particularly strong admission requirementsor demonstrates that selectivity need not come at theprice of diversity. For more information, see Greenbergand others, Teacher Prep Review.

50 Barnett Berry, Diana Montgomery, and Jon Snyder,Urban Teachers Residency Models and Institutes ofHigher Education: Implications for Teacher Preparation

(Washington: National Council for Accreditation of Teacher Education, 2008), available at http://www.ncate.org/LinkClick.aspx?leticket=KqJqRodGoyM%3D&tabid=368.

51 Kelly Burke, Replacing Sink or Swim with Structureand Support for Beginning Teachers, National Com-mission on Teaching & Americas Future, April 2, 2014,available at http://nctaf.org/featured-home/replacing-sink-swim-structure-support-beginning-teacher/ .

52 Berry and others, Urban Teacher Residency Models andInstitutes of Higher Education; The UTR is an innova-tive response to the challenge of recruiting, preparing,and retaining capable teachers for high-need urbanschools. UTRs recruit teaching talent aggressivelywith a focus on high academic achievers and teachercandidates of colorand with the specic supply anddemand needs of local districts in mind. They also

provide for extensive preparation during a full-yearresidency in which recruits are paid a stipend whilelearning to teach under the supervision of an expertK-12 teacher.

53 According to the Boston Teacher Residency, or BTR,website: An estimated 50% of all urban school teachersleave within their rst three yearsnot because theydont want to help, but because theyre not alwaysready. By preparing a new kind of teacher inside theclassroomproviding the practical learning, thehands-on experience and the support network theyneed to be effective right awayBTR is reversing thattrend. Currently, 87% of our graduates are still teachingand 90% are still in the eld of education; 80% of thosehired by the Boston Public Schools have remained inthe district. For more information, see Boston TeacherResidency, The BTR Impact, available at http://www.bostonteacherresidency.org/btr-impact/ (last accessedJune 2014). In 2013,, Urban Teacher Residency United,or UTRU, reported that, for the second year, Memphis Teacher Residency, or MTR, graduates had higherstudent achievement gains than other beginningteachers and veteran teachers. MTR grads are perform-ing, on average, at Level Five (Most Effective) on thestates Tennessee Value-Added Assessment System.In Denver, Denver Teacher Residency, or DTR, gradu-ates, on average, performed better than oth er noviceteachers on the observation component of the DenverPublic Schools Framework for Effective Teaching duringthe 2012-13 school year. DTR grads outperformed allother novice teachers across all 12 indicators of theframework. Meanwhile, in Oakland and Los Angeles,graduates of the Aspire Teacher Residency, or ATR,program performed signicantly better than otherrst-year teachers on the Aspire Teacher Effectiveness

Framework in early results of the programs rst twocohorts of residents. In 2013, 90 percent of ATR gradu-ates in their rst year and second year as teachers ofrecord were rated at the Master (14 percent), HighlyEffective (21 percent), and Effective (55 percent) levels.For more information, see Urban Teacher ResidencyUnited, Measuring UTRU Network Program Impact2014 (2014), available athttp://www.utrunited.org/EE_assets/docs/UTRU_Measuring_Impact_2014_Fi-nal_4-10-14.pdf .

54 Jennifer King Rice, The Impact of Teacher Experience:Examining the Evidence and Policy Implications(Washington: National Center for Analysis of Longitu-dinal Data in Education Research, 2010), available athttp://www.urban.org/uploadedpdf/1001455-impact-teacher-experience.pdf .

55 Heather R. Jordan, Robert L. Mendro, and Dash

Weerasinghe, Teacher Effects on Longitudinal StudentAchievement: A Report on Research in Progress (DallasPublic Schools, 1997), available at http://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdf.

56 Glenda L. Partee, Attaining Equitable Distribution ofEffective Teachers in Public Schools (Washington:Center for American Progress, 2014), available athttp://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribu-tion-of-effective-teachers-in-public-schools/ .


58 Ibid.
http://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Reporthttp://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Reporthttp://www.ncate.org/LinkClick.aspx?fileticket=KqJqRodGoyM%253D&tabid=368http://www.ncate.org/LinkClick.aspx?fileticket=KqJqRodGoyM%253D&tabid=368http://www.ncate.org/LinkClick.aspx?fileticket=KqJqRodGoyM%253D&tabid=368http://nctaf.org/featured-home/replacing-sink-swim-structure-support-beginning-teacher/http://nctaf.org/featured-home/replacing-sink-swim-structure-support-beginning-teacher/http://www.bostonteacherresidency.org/btr-impact/http://www.bostonteacherresidency.org/btr-impact/http://www.utrunited.org/EE_assets/docs/UTRU_Measuring_Impact_2014_Final_4-10-14.pdfhttp://www.utrunited.org/EE_assets/docs/UTRU_Measuring_Impact_2014_Final_4-10-14.pdfhttp://www.utrunited.org/EE_assets/docs/UTRU_Measuring_Impact_2014_Final_4-10-14.pdfhttp://www.urban.org/uploadedpdf/1001455-impact-teacher-experience.pdfhttp://www.urban.org/uploadedpdf/1001455-impact-teacher-experience.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribution-of-effective-teachers-in-public-schools/http://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribution-of-effective-teachers-in-public-schools/http://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribution-of-effective-teachers-in-public-schools/http://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribution-of-effective-teachers-in-public-schools/http://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribution-of-effective-teachers-in-public-schools/http://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribution-of-effective-teachers-in-public-schools/http://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://dallasisd.schoolwires.net/cms/lib/TX01001475/Centricity/Shared/evalacct/research/articles/Jordan-Teacher-Effects-on-Longitudinal-Student-Achievement-1997.pdfhttp://www.urban.org/uploadedpdf/1001455-impact-teacher-experience.pdfhttp://www.urban.org/uploadedpdf/1001455-impact-teacher-experience.pdfhttp://www.utrunited.org/EE_assets/docs/UTRU_Measuring_Impact_2014_Final_4-10-14.pdfhttp://www.utrunited.org/EE_assets/docs/UTRU_Measuring_Impact_2014_Final_4-10-14.pdfhttp://www.utrunited.org/EE_assets/docs/UTRU_Measuring_Impact_2014_Final_4-10-14.pdfhttp://www.bostonteacherresidency.org/btr-impact/http://www.bostonteacherresidency.org/btr-impact/http://nctaf.org/featured-home/replacing-sink-swim-structure-support-beginning-teacher/http://nctaf.org/featured-home/replacing-sink-swim-structure-support-beginning-teacher/http://www.ncate.org/LinkClick.aspx?fileticket=KqJqRodGoyM%253D&tabid=368http://www.ncate.org/LinkClick.aspx?fileticket=KqJqRodGoyM%253D&tabid=368http://www.ncate.org/LinkClick.aspx?fileticket=KqJqRodGoyM%253D&tabid=368http://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Reporthttp://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Report


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Documents

Retaining Teachers of Color in Our Public Schools