This week, The Education Trust–New York released a report highlighting the lack of teacher diversity in the state’s schools. Specifically, the report reveals that one-third of all New York state schools have zero Latino or Black teachers. New York State is not alone. Lack of teacher diversity is a national problem. As the EdTrust report details, teacher diversity can improve achievement for students of color. So what can be done to address the problem?
The EdTrust report’s recommendations include, but are not limited to: creating more robust data collection systems and practices, improving recruitment and hiring strategies, and focusing on teacher retention. All of these are smart recommendations, but the focus on shorter-term solutions ignores one key part of the problem: teacher diversity problems start long before college students consider entering the teaching profession.*
The issue begins with the fact that black and Hispanic students graduate high school at lower rates than their white and Asian peers. In New York State, 89 percent of white students and 86 percent of Asian/Pacific Islander students graduate high school compared to 68 percent of black students and 68 percent of Hispanic students. When fewer black and Hispanic students graduate high school, there are simply fewer students from these backgrounds entering college to pursue the preparation necessary to become a teacher.
Furthermore—as the Urban Institute explains in a recent report that found this funnel problem to be prevalent across the country—teacher diversity issues are also exacerbated in the next step of the pipeline: getting to and through college. In New York State, 44 percent of white students and 51 percent of Asian/Pacific Islander students graduate high school earning a Regents diploma with “advanced designation” – the state’s diploma “recommended for students who plan to attend college after high school.” According to the most recent data, just 10 percent of black students and 14 percent of Hispanic students in New York State graduate with an advanced designation diploma.
In short, until the K-12 education system does a better job of ensuring that black and Hispanic students are college ready, there will continue to be a huge diversity gap between the nation’s public school students and the teachers who educate them – especially in diverse areas like New York State. To be fair, fully addressing teacher diversity will likely require a combination approach with long-term and short-term solutions. But the importance of K-12 schooling cannot be forgotten.
* Report authors recognize that New York must to do a better job of educating students of color so that they’re better prepared for college and career. The Education Trust has a plethora of reports detailing this issue.