Overview

Students of color reap a wide range of benefits from experiencing teachers of the same race.

Though progress has been made in the last 30 years, with the diversity of the teacher workforce growing from 13% to 20% teachers of color, this growth has not kept pace with student demographics, where 51% of public school students are of color.1

Though the number of teachers of color has grown substantially, the increase has not kept pace with dramatic changes in the student population

Note: "Of color" includes Black, Hispanic, Asian, Pacific Islander, American Indian/Alaska Native, and two or more races. Source: U.S. Department of Education (2019). Digest of Education Statistics. National Center for Education Statistics, Common Core of Data (CCD).

There is a compelling case for speeding up progress. Teachers of color have been linked with student achievement gains in math and reading when teaching same-race students,2 and—more specifically—same-race matches between Black students and Black teachers have been linked to increased participation in advanced track courses3 and increased likelihood of high school graduation and college matriculation.4 Diversifying the teacher workforce is an educational equity issue.

21%

of program enrollments surpass the diversity of both their state's teacher workforce and their local community

To begin to close this gap, teacher preparation programs must take the lead in building a more diverse pipeline. Programs can make real progress toward this goal by ensuring not just enrollment, but, importantly, the cohort of candidates who graduate and successfully qualify for a teaching license meets or exceeds the diversity of the state teacher workforce and the local community in which they reside.

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Findings

Enrollment at 21% of programs is inclusive of a greater percentage of persons of color than found in both the state teacher workforce and in the local population.

Program Diversity grades for elementary teacher preparation programs
chart

n=1,256. Figures may not add to 100% due to rounding. Due to missing enrollment data or the lack of a local area comparison for statewide non-traditional programs, the grades for 20 programs could not be determined, are reported as CBD, and excluded from the percentage calculation. Included here are undergraduate, graduate and non-traditional programs.

A grade on the Program Diversity standard is determined based on how program enrollment compares against two benchmarks: the percentage of teachers of color in the state workforce and the percentage of people of color living in the local community.5 About one in five programs (21%) earns an A by meeting both measures, with two thirds of those further qualifying for an A+, as they exceed the percentage of people of color in the state teacher workforce by more than 10 percentage points.

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See the full details on how we scored the Program Diversity standard.
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Diversity of teacher prep program enrollment

View or compare program demographics and the comparison measures used under this standard using the tool below.

Diversity of program enrollment
Diversity of state teacher workforce
Diversity of state population
Diversity of local community
0%
20%
40%
60%
80%
100%

Arizona (Phoenix)

Arizona State University
40%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • City
  • Public

New York (Brooklyn)

CUNY - Brooklyn College
67%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Public

Virginia (Fairfax)

George Mason University
26%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Suburb
  • Public

Ohio (Akron)

University of Akron
25%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Public

Nevada (Las Vegas)

University of Nevada - Las Vegas
52%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • City
  • Public

Colorado (Greeley)

University of Northern Colorado
26%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • City
  • Public

% People of Color

Diversity of program enrollment
Diversity of state teacher workforce
Diversity of state population
Diversity of local community
0%
20%
40%
60%
80%
100%

New York (Flushing)

CUNY - Queens College
61%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Public

New Jersey (Union)

Kean University
46%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Suburb
  • Public

New York (Dobbs Ferry)

Mercy College
52%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Suburb
  • Private

New York (Rockville Centre)

Molloy College
22%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Suburb
  • Private

New York (New York City)

New York University
55%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Private

New Jersey (Jersey City)

Saint Peter's University
68%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Private

% People of Color

Diversity of program enrollment
Diversity of state teacher workforce
Diversity of state population
Diversity of local community
0%
20%
40%
60%
80%
100%

Washington (Ellensburg)

Central Washington University
25%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • Town
  • Public

Iowa (Lamoni)

Graceland University
17%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • Rural
  • Private

New York (Houghton)

Houghton College
10%
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Percentage points

Less diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • Rural
  • Private

Kansas (Sterling)

Sterling College
17%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • Rural
  • Private

Maine (Machias)

University of Maine at Machias
9%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Rural
  • Public

Alabama (Livingston)

University of West Alabama
33%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Rural
  • Public

% People of Color

Diversity of program enrollment
Diversity of state teacher workforce
Diversity of state population
Diversity of local community
0%
20%
40%
60%
80%
100%

Texas (Houston)

Houston Independent School District (ISD): Effective Teacher Fellowship (ETF)
59%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • No data
  • Non-traditional

Texas (Huntsville)

Sam Houston State University
38%
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Percentage points

Less diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Town
  • Public

Texas (Alpine)

Sul Ross State University
83%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • Town
  • Public
  • MSI

Texas (Denton)

Texas Woman's University
47%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • City
  • Public

Texas (Austin)

University of Texas at Austin
48%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Public

Texas (El Paso)

University of Texas at El Paso
92%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Public
  • MSI

% People of Color

Diversity of program enrollment
Diversity of state teacher workforce
Diversity of state population
Diversity of local community
0%
20%
40%
60%
80%
100%

California (La Mirada)

Biola University
48%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • Suburb
  • Private

California (Carson)

California State University - Dominguez Hills
79%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Public
  • MSI

California (Long Beach)

California State University - Long Beach
62%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • City
  • Public

California (Los Angeles)

Loyola Marymount University
68%
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Percentage points

More diverse than state teacher workforce

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Percentage points

Less diverse than local community population

  • City
  • Private

California (Los Angeles)

Mount St. Mary's University
80%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Private
  • MSI

California (Los Angeles)

University of California - Los Angeles
76%
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Percentage points

More diverse than state teacher workforce

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Percentage points

More diverse than local community population

  • City
  • Public

% People of Color

Insights

1

Overall, 66% of elementary teacher preparation programs enroll cohorts that are more diverse than the current teacher workforce in their state.

Whether this enrollment level will translate into similarly diverse graduates will depend on the quality of preparation provided to these students, enabling them to persist in their studies and qualify for a teaching license.

2

For most programs, their enrollment does not reflect the diversity of the communities where they are located.

In total, only 22% of programs successfully enroll teacher candidates that are at least as diverse as the community in which they reside. Growing this number will require many programs to pursue initiatives that boost the number and success of first generation college students enrolled in their programs.

3

Teacher preparation programs are less diverse than higher education as a whole.

Only 7% of teacher preparation programs enroll students of color at or above the rate of their institution, suggesting that it is not just geography which may have an impact on a program's ability to be diverse but also factors related to the teaching major or teaching as a career.

4

Minority serving institutions are key to diversifying the teacher workforce.

Of the 249 traditional undergraduate and graduate programs earning an A/A+, 39% are housed in minority serving institutions.

5

Rural and Urban institutions are doing the most to diversify the teacher workforce, while suburban institutions fall behind.

When categorizing programs by urbanization,6 "rural" institutions earn the greatest percentage of A/A+ grades (34%), followed by "city" (24%) and "town" (23%). Only 8% of "suburb" based institutions earned a top grade.

6

Scores are not biased to programs in less diverse communities.

On average, the highest graded programs are located in communities that are effectively no more or less diverse than the lowest graded programs, suggesting that enrollment demographics are not predetermined by the community in which the institution operates. The average local community diversity measure is nearly identical for programs earning an A/A+ (34% persons of color) and an F (35% persons of color).

Promising Practices

Exemplary Programs

184 undergraduate, graduate, and non-traditional elementary programs housed within 146 institutions earn an A+ under the Program Diversity standard by contributing significantly to the diversification of the teacher workforce. Programs earn this grade when the percentage of enrolled candidates of color exceeds the diversity of the state teacher workforce by 10 or more percentage points, while also meeting or exceeding the diversity of the local population.

Alabama
Alabama State University
A+ 2021
Alabama
Miles College
A+ 2021
Arizona
Grand Canyon University
A+ 2021
Arizona
University of Phoenix
A+ 2021
Arkansas
University of Arkansas at Pine Bluff
A+ 2021
Colorado
Fort Lewis College
A+ 2021
Colorado
University of Colorado Colorado Springs
A+ 2021
Delaware
Delaware State University
A+ 2021
Alabama
Alabama A&M University
A+ 2021
Arizona
Grand Canyon University
A+ 2021
Arizona
Prescott College
A+ 2021
Arizona
University of Phoenix
A+ 2021
California
California State Polytechnic University - Pomona
A+ 2021
California
California State University - Dominguez Hills
A+ 2021
California
California State University - Los Angeles
A+ 2021
California
California State University - Stanislaus
A+ 2021
California
The Reach Teaching Academy: Intern Teacher Credential Program
A+ 2021
Maryland
Teach For America (Baltimore)
A+ 2021
Massachusetts
Boston Teacher Residency
A+ 2021
Massachusetts
MATCH Teacher Residency
A+ 2021
Massachusetts
Teach For America (Massachusetts)
A+ 2021
Mississippi
William Carey University: MAT (Alternate Route) Program
A+ 2021
New York
Relay Graduate School of Education (New York)
A+ 2021
Texas
COMPASS: Alternative Certification Teacher Academy of the Dallas Independent School District
A+ 2021
How We Scored

Evaluation relies on four data inputs:

  • Teacher preparation program enrollment demographics sourced from Title II National Teacher Preparation Data and provided by educator preparation programs

  • State teacher workforce demographics sourced from U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey

  • Core-based statistical area (CBSA) demographics sourced from the U.S. Census Bureau database

  • County demographics sourced from the U.S. Census Bureau database

Data at the time of release reflects the academic years for the three most recent Title II releases.

Methodology in Brief

It is important to note that this standard uses the word "diversity" only to refer to racial and ethnic diversity. Other measures of diversity in the teacher workforce are also important, but are not the focus of this iteration of the Program Diversity standard. In addition, this evaluation uses the racial and ethnic categories defined by the US Department of Education, the source of the majority of the data used here. The categories are: white (non-Hispanic), Black or African American, American Indian or Alaska Native, Hispanic (of all races), Hawaiian Islander or other Pacific Native, and two or more races. For purposes of this evaluation, all individuals who identify themselves in a category other than non-Hispanic white are considered to be persons of color. For all data, the total number of individuals who are persons of color is divided by the total number of individuals whose race or ethnicity is reported to determine the percentage of persons of color.

Teacher preparation program data

Enrollment data are obtained from Title II National Teacher Preparation Data reports. Programs may also provide more recent data. To reduce random fluctuations, enrollment numbers data are combined from the three most recent school years from which data are available. The total number of enrolled students reported in racial or ethnic categories other than non-Hispanic white over those three years is divided by the total number of students whose race or ethnicity is reported to determine the percentage of persons of color enrolled at the program.7

State teacher workforce data

The demographic composition of the state teacher workforce is obtained through the U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (formerly the School and Staffing Survey). In instances where state-level data is not available through the survey, demographic information is sourced from documentation published by the state.8

Local demographics data

Under the standard, institutions are compared against their core-based statistical area (CBSA), which are metropolitan and micropolitan areas defined by the U.S. Census Bureau. CBSA designations are obtained through a lookup using the institution's county. For institutions outside of a CBSA, we use the demographic data for the residing county. All demographic data are obtained from the U.S. Census Bureau database. Of note, this metric relies on the demographics for the entire CBSA population, as opposed to just the student-aged population, to provide a more balanced measure.

Calculations under the standard

As explained in full under the Scoring Rubric section, our analysis is based on a comparison between program enrollment and, separately, the state teacher workforce and local area demographics (CBSA). Programs receive full credit if they meet or exceed the diversity of the comparison population.9 Programs receive partial credit if they approach (less than 5 percentage points lower) the diversity of the comparison population.10

Two calculations are used to evaluate programs under this standard: 1. A comparison of program enrollment to the existing state teacher workforce, and 2. A comparison of program enrollment to the local area population.

Teacher Workforce Comparison

Data used:

  • Percentage of teacher candidates of color enrolled in the program

  • Percentage of teachers of color in the state teacher workforce

Local Population Comparison

Data used:

  • Percentage of teacher candidates of color enrolled in the program

  • Percentage of persons of color in the local population

Scores under the two comparisons are calculated as follows:

If the percentage of teacher candidates of color enrolled in the program is…

Score as…

Greater than or equal to the diversity of the teacher workforce/local population*

2 points

Fewer than 5 percentage points less diverse than the state teacher workforce/local population

1 point

5 or more percentage points less diverse than the state teacher workforce/local populatio

0 points
*when rounding the difference
Grades and summary statements are determined as follows:

Comparison results

Grade

Summary Statement

Teacher workforce comparison: 2 points
Local population comparison: 2 points

and

Program enrollment >=10 percentage points more diverse than state teacher workforce

A+
(4 points)

Programs earning an A+ contribute significantly to the diversification of the teacher workforce. Programs earn this grade when the percentage of enrolled candidates of color exceeds the diversity of the state teacher workforce by 10 or more percentage points and also meets or exceeds the diversity of the local population.

Teacher workforce comparison: 2 points
Local population comparison: 2 points

and

Program enrollment <10 percentage points more diverse than state teacher workforce

A
(4 points)

Programs earning an A contribute to the diversification of the teacher workforce. Programs earn this grade when the percentage of enrolled candidates of color meets or exceeds (by up to 9 percentage points) the diversity of the state teacher workforce and also meets or exceeds the diversity of the local population.

Teacher workforce comparison: 2 points
Local population comparison: 1 point

or

Teacher workforce comparison: 1 points
Local population comparison: 2 points

B
(3 points)

Programs earning a B support the diversification of the teacher workforce. Programs earn this grade under one of two conditions:

  1. The percentage of enrolled candidates of color meets or exceeds the diversity of the state teacher workforce, but is up to 5 percentage points lower than the proportion of persons of color in the local population; or,
  2. The percentage of enrolled candidates of color meets or exceeds the diversity of the local population, but is up to 5 percentage points lower than the proportion of teachers of color in the state workforce.

Teacher workforce comparison: 1 point
Local population comparison: 1 point

or

Teacher workforce comparison: 2 points
Local population comparison: 0 points

or

Teacher workforce comparison: 0 points
Local population comparison: 2 points

C
(2 points)

Programs earning a C do not sufficiently contribute to the diversification of the teacher workforce Programs earn this grade under one of three conditions:

  1. The percentage of enrolled candidates of color is up to 5 percentage points lower than the diversity of the state teacher workforce and local population
  2. The percentage of enrolled candidates of color meets or exceeds the diversity of the state teacher workforce, but is more than 5 percentage points lower than the proportion of persons of color in the local population; or,
  3. The percentage of enrolled candidates of color meets or exceeds the diversity of the local population, but is more than 5 percentage points lower than the proportion of teachers of color in the state workforce.

Teacher workforce comparison: 1 point
Local population comparison: 0 points

or

Teacher workforce comparison: 0 points
Local population comparison: 1 point

D
(1 point)

Programs earning a D do not contribute to the diversification of the teacher workforce. Programs earn this grade under one of two conditions:

  1. The percentage of enrolled candidates of color is up to 5 percentage points lower than the diversity of the state teacher workforce and more than 5 percentage points lower than the proportion of persons of color in the local population; or,
  2. The percentage of enrolled candidates of color is up to 5 percentage points lower than the diversity of the local population and more than 5 percentage points lower than the proportion of teachers of color in the state workforce.

Teacher workforce comparison: 0 points
Local population comparison: 0 points

F
(0 points)

Programs earning an F negatively contribute to the diversification of the teacher workforce. Programs earn this grade when the percentage of enrolled candidates of color is more than 5 percentage points lower than the diversity of the state teacher workforce and the local population.

Note: In instances where the teacher workforce or local population is >=95% white, and the reported enrollment for the program is 100% white programs are graded as an F, rather than a D, even though they are within 5 percentage points of the state teacher workforce.

The current teacher workforce is not reflective of the racial diversity of the students it serves. Although researchers expect students of color to make up 55% of the student population by 2024,11 the workforce remains overwhelmingly white.12 Nationally the number and proportion of teachers of color continue to increase; however, they remain underrepresented in the teaching workforce.13

Benefits of a Diverse Teacher Workforce

Diversifying the teacher workforce has been associated with several positive outcomes for students, particularly students of color. Research has demonstrated that teachers of color may provide additional benefits to the same-race students they serve, including being effective role models, holding higher expectations, and having fewer cultural differences.14 These benefits can extend to these educators serving as cultural advocates, and developing more trusting relationships with students of a shared cultural background.15

Academic Outcomes

Teachers of color have been linked with student achievement gains in math and reading when teaching same-race students,16 with even stronger estimates for lower-performing Black students.17 One study found that Black teachers' students outperformed white teachers' even when the Black teacher performed lower on licensure exams.18 Students of color taught by same-race teachers perform better on tests,19 are more likely to enroll and pass advanced track courses,20 and have better long-term outcomes, including an increased likelihood of high school graduation and college matriculation.21

Student Attitudes and Behavior Outcomes

Research has also demonstrated that teachers of color view students' behaviors and long-term prospects more positively. They have a higher expectation of their students' likelihood to graduate,22 are less likely to see students as having behavior problems23 or lower scholastic aptitude,24 and are more likely than non-Black teachers to assign gifted services to high-performing Black students.25 Furthermore, students' behaviors and attitudes towards school improve when taught by a same-race teacher. Students are more likely to enroll in advanced track courses,26 have fewer suspensions, are less likely to be chronically absent,27 and have a more favorable perception of same-race teachers.28 The impact of a same-race teacher has also been associated with students' having better attitudes and motivation toward their education.29

Endnotes
  1. Ingersoll, R., Merrill, E., Stuckey, D., & Collins, G. (2018). Seven trends: The transformation of the teaching force, Research Report (#RR 2018-2). Consortium for Policy Research in Education, University of Pennsylvania. Retrieved from https://repository.upenn.edu/cgi/viewcontent.cgi?article=1109&context=cpre_researchreports.

  2. Egalite, A., Kisida, B., & Winters, M. (2015). Representation in the Classroom: The Effect of Own-Race Teachers on Student Achievement. Economics on Education Review, 45, 44-52; Goldhaber, D., & Hansen, M. (2010). Race, Gender and Teacher Testing: How Informative a Tool is Teacher Licensure Testing and How does it Impact Student Achievement? American Educational Research Journal, 47(1), 218-51.; Dee, T.S. (2004). Teachers, Race, and Student Achievement in a Randomized Experiment. The Review of Economics and Statistics, 86(1), 195-210.

  3. Hart, C. (2020). An Honors Teacher Like Me: Effects of Access to Same-Race Teachers on Black Students' Advanced-Track Enrollment and Performance. Educational Evaluation and Policy Analysis, 42(2): 163-187.

  4. Gershenson, S., Hart, C. M. D., Hyman, J., Lindsay, C., & Papageorge, N. W. (2018). The long-run impacts of same-race teachers (NBER Working Paper No. 25254). Retrieved from https://www.nber.org/papers/w25254.

  5. Based on core-based statistical area (CBSA) designations, which are metropolitan areas defined by the U.S. Census Bureau. For institutions residing outside of a CBSA, we use the demographic data for the residing county.

  6. As defined in the National Center for Education Statistics' IPEDS Data System.

  7. In the vast majority of cases, the use of the Total Enrollment figure as the denominator will result in the percentages that do not sum to 100%.

  8. Only the District of Columbia and Maryland failed to report data under the National Teacher and Principal Survey.

  9. The percentage of enrolled candidates of color is greater than or equal to the percentage of teachers of color in the state workforce or the percentage of persons of color in the CBSA (or county, in the absence of a CBSA designation). Enrollment is considered to be equal to the comparison population when the difference rounds to 0 (this includes programs ranging from 0.4 to -0.4 percentage points of the comparison population).

  10. The percentage of persons of color enrolled in the program is between -0.5 and 4.9 percentage points less diverse than the percentage of teachers of color in the state workforce or the percentage of persons of color in the CBSA (or county, in the absence of a CBSA designation).

  11. National Center for Education Statistics (2018). Table 203.60. Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and level of education: Fall 1999 through fall 2028. Digest of Education Statistics. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/digest/d18/tables/dt18_203.60.asp.

  12. National Center for Education Statistics (2019). Status and Trends in the Education of Racial and Ethnic Groups 2018. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2019/2019038.pdf.

  13. Ingersoll, R., and Merrill, L. (2017). A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012. Statistical Analysis Report (NCES 2017-092). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2017/2017092.pdf.

  14. Goldhaber, D., Theobald, R., & Tien, C. (2015). The Theoretical and Empirical Arguments for Diversifying the Teacher Workforce: A Review of Evidence. Center for Education Data & Research. Policy Brief WP # 2015-9. Retrieved from http://m.cedr.us/papers/working/CEDR%20WP%202015-9.pdf; Klopfenstein, K. (2005) Beyond Test Scores: The Impact of Black Teacher Role Models on Rigorous Math Taking. Contemporary Economic Policy, 23: 416-428.

  15. Villegas, A.M. & Irvine, J.J. (2010). Diversifying the Teaching Force: An Examination of Major Arguments. The Urban Review, 42, 175-192.

  16. Egalite, A. & Kisida, B. (2016). The Effects of Teacher Match on Academic Perceptions and Attitudes. Working paper. Retrieved from https://ced.ncsu.edu/wp-content/uploads/2015/07/Egalite-Kisida-Teacher-Match-WorkingPaper-June-2016.pdf; Goldhaber & Hansen, 2010; Dee, 2004.

  17. Egalite, Kisida, & Winters, 2015; Goldhaber & Hansen, 2010; Dee, 2004.

  18. Goldhaber & Hansen, 2010.

  19. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. The Journal of Human Resources, 41(4), 778-820.; Dee, 2004; Egalite, Kisida, & Winters, 2015; Joshi, E., Doan, S., & Springer, M. G. (2018). Student teacher race congruence: New evidence and insight from Tennessee. AERA Open, 4(4), 1-25. https://doi.org/10.1177/2332858418817528; Penney, J. (2017). Racial interaction effects and student achievement. Education Finance and Policy, 12(4), 447-467.; Yarnell, L. M., & Bohrnstedt, G. W. (2017). Student-teacher racial match and its association with Black student achievement: An exploration using multilevel structural equation modeling. American Education Research Journal, 55(2), 287-324.

  20. Hart, 2020

  21. Gershenson, Hart, Hyman, Lindsay, & Papageorge, 2018.

  22. Fox, L. (2016). Seeing Potential: The Effects of Student-Teacher Demographic Congruence on Teacher Expectations and Recommendations. AERA open, 2(1), 1-17.; Gershenson, S., Holt, S., & Papageorge, N. (2016). Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations. Economics of Education Review, 52, 209-224.

  23. Bates, L. & Glick, J. (2013). Does it Matter if Teachers and Schools Match the Student? Racial and Ethnic Disparities in Problems Behaviors. Social Science Research, 42, 1180-1190.; Dee, T.S. (2005). A Teacher Like Me: Does Race, Ethnicity, or Gender Matter? American Economic Review, 95(2), 158-65.; Downey, D. B. & Prebish, S. (2004). When race matters: Teachers' evaluations of students' classroom behaviors. Sociology of Education, 77, 267-282.; Lindsay, C. A. & Hart, C. M. D. (2017). Teacher-student race match and student disciplinary outcomes in North Carolina. Educational Evaluation and Policy Analysis, 39(3), 485-510.; Wright, A., Gottfried, M., & Le, V. N. (2017). A kindergarten teacher like me: The role of student-teacher race in socio-emotional development. American Educational Research Journal, 54(1 Suppl.), 78S-101S.

  24. Dee, 2005; McGrady, P.B.,& Reynolds, J.R. (2012). Racial Mismatch in the Classroom: Beyond Black-white Differences. Sociology of Education, 86(1), 3-17.

  25. Grissom, J. A. & Redding, C. (2015). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. Aera Open, 2(1), 2332858415622175. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/2332858415622175.

  26. Hart, 2020.

  27. Holt, S. & Gershenson, S. (2015). The Impact of Teacher Demographic Representation on Student Attendance and Suspensions. IZA Discussion Paper, No 9554.

  28. Egalite & Kisida, 2016.

  29. Egalite & Kisida, 2016.

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