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It examines drivers such as low pay and status, an “invisible tax” of uncompensated responsibilities, and inequitable hiring practices, and connects teacher diversity to improved academic and nonacademic outcomes for all students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-new-roadmap-for-strengthening-teacher-diversity-december-2024/585998/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-new-roadmap-for-strengthening-teacher-diversity-december-2024/585998.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the report say about racial diversity in the teacher workforce?","Question",{"text":63,"@type":64},"It reports that only about one in five teachers are from historically disadvantaged racial groups, despite higher representation among working-age college-educated adults. The racial diversity of teachers is growing more slowly than the broader pool of college-educated adults.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why might college-educated people of color opt out of teaching, according to the document?",{"text":68,"@type":64},"The document suggests multiple profession-related barriers, including low pay and status, an “invisible tax” of uncompensated responsibilities, and inequitable hiring practices that may disadvantage qualified teachers of color.",{"name":70,"@type":61,"acceptedAnswer":71},"What benefits does the report associate with having a diverse teacher workforce?",{"text":72,"@type":64},"It states that teachers of color can improve students’ academic outcomes across races, especially for students of color, and can also support nonacademic outcomes such as attendance, belonging, and lower discipline rates. 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Our backgrounds—including where we grew up, what we value, our traditions and beliefs, and the languages we speak, among many other factors—contribute to our nation’s richness and complexity. Racial identity represents one important dimension of diversity, especially among our nation’s students and teachers.  \nOne might reasonably expect our teacher workforce to be representative of the racial diversity we see in the broader population of working-age adults, or more specifically, working-age adults with college degrees. Yet while one in three (35%) working-age adults identifies as American Indian/Alaska Native, Black/African American, Hispanic, Islander/Pacific Native or two or more races, only about one in five teachers (21%) across the country is from these historically disadvantaged groups. What’s more, the NCTQ Teacher Diversity Dashboard reveals a troubling trend: The racial diversity of the teacher workforce is growing at a slower pace than the racial diversity of college-educated adults. This trend indicates that, increasingly, Black and brown adults who earn college degrees are either choosing other professions or electing to leave the classroom after becoming teachers.  \nWe know teacher diversity matters to all students, especially students of color, and many states and districts have been trying to reach the goal of increasing teacher diversity. This data signals that we are off course from that destination.  \nIS TEACHING LOSING ITS APPEAL FOR PEOPLE FROM HISTORICALLY DISADVANTAGED  \nGROUPS?  \nThere’s a common narrative among education leaders that the reason we can’t increase the diversity of our teacher workforce is because there just aren’t enough people of color enrolling in and graduating from college; the pool to choose from is too small, they say. It’s true that colleges need to do more to recruit and support Black and brown students to pursue and attain college degrees. Yet data suggests that a growing number of collegeeducated people of color—people who could be teachers—are opting out.  \nIn the 1980s and early 90s, Black and Hispanic college graduates were more likely than white and Asian people to choose a career in teaching. 1 Despite this past trend, the teacher workforce has recently become less racially diverse than the broader population of college-educated adults.  \nCollege graduates from historically disadvantaged groups are moving away from teaching  \nYears in the table represent the final year in a five-year average. For example, 2020 represents the average percentage from 2016 to 2020.  \nThe intersection of the two lines in the chart raises deeper questions about why Black and brown graduates are turning away from teaching. These trends reflect long standing issues in the teaching profession:  \n• Low Pay and Status: Relative to other professions requiring a college degree, teaching is perceived as a low paying and low status career. Are graduates of color choosing other fields for higher economic security and perceptions of greater professional status?  \n• “Invisible Tax2”: Teachers of color often face added responsibilities, such as mentoring students of color, disciplining students, interpreting for families, and advising on school culture—all of which are uncompensated. Are these additional burdens driving talented educators away from the profession?  \n• Inequitable Hiring: Research suggests that improving teacher diversity is not  \nsolely about the pipeline, but also a matter of demand.3 Are hiring practices in schools disadvantageous to teachers of color who are fully qualified for vacant positions?  \nAddressing these factors is essential to realigning the teacher workforce with our national diversity.  \nTeacher Diversity Matters  \nThe research is clear about the benefits of a diverse teacher workforce:  \n• Teachers of color have a positive impact on all students’ academic outco","cbCaimiXOE8iS2mv","https://ap.wps.com/l/cbCaimiXOE8iS2mv","pdf",469152,15,"English","# Introduction\n## Is teaching losing its appeal for people from historically disadvantaged groups?\n## Teacher Diversity Matters\n## Increasing teacher diversity requires setting the right benchmarks","[{\"question\":\"What does the report say about racial diversity in the teacher workforce?\",\"answer\":\"It reports that only about one in five teachers are from historically disadvantaged racial groups, despite higher representation among working-age college-educated adults. The racial diversity of teachers is growing more slowly than the broader pool of college-educated adults.\"},{\"question\":\"Why might college-educated people of color opt out of teaching, according to the document?\",\"answer\":\"The document suggests multiple profession-related barriers, including low pay and status, an “invisible tax” of uncompensated responsibilities, and inequitable hiring practices that may disadvantage qualified teachers of color.\"},{\"question\":\"What benefits does the report associate with having a diverse teacher workforce?\",\"answer\":\"It states that teachers of color can improve students’ academic outcomes across races, especially for students of color, and can also support nonacademic outcomes such as attendance, belonging, and lower discipline rates. It also links exposure to teachers of color with higher life milestones like graduation and college enrollment.\"}]","A New Roadmap for - Strengthening Teacher Diversity - December 2024 | PDF",1792056574,38]