[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586025-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586025-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-new-roadmap-for-strengthening-teacher-diversity-february-2025","A New Roadmap for Strengthening Teacher Diversity - February 2025","","A New Roadmap for Strengthening Teacher Diversity examines how California, Texas, and Washington, D.C. are achieving higher teacher workforce diversity than their college-educated adult populations. It explains why teacher diversity matters for academic, social-emotional, and behavioral outcomes for students of color. The report also evaluates sustainability, focusing on Texas factors such as alternative certification programs that diversify recruitment but may increase turnover and leave students—especially Black and brown students—with less prepared teachers.",{"@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 & 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California, Texas, and Washington, D.C.?","Question",{"text":63,"@type":64},"It highlights that these places buck a national trend by having a teacher workforce more diverse than their populations of working-age adults with degrees.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What evidence does the report provide for why teacher diversity matters?",{"text":68,"@type":64},"It cites research linking teachers of color to improved academic, social-emotional, and behavioral outcomes, including lower dropout risk for Black students with at least one Black elementary teacher.",{"name":70,"@type":61,"acceptedAnswer":71},"How do alternative teacher preparation programs affect teacher diversity in Texas?",{"text":72,"@type":64},"They increase diversity by recruiting racially diverse aspiring teachers, but the report warns they may offer insufficient training and support, contributing to higher turnover and declining student achievement in reading and math.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586025,1792193195,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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workforce?  \nFEBRUARY 2025  \nINTRODUCTION  \nIn the final month of 2024, a Newsweek article celebrated an apparent victory in the Lone Star State: “Texas’ Teachers Are More Diverse Than California’s.” In Washington, D.C., the press was slightly more subdued, but still proud: “Teacher diversity is slowing down, but D.C, offers a bright spot.”  \nThese and many other headlines emerged as reporters dug into NCTQ’s new Teacher Diversity Dashboard, and the corresponding brief,  A New Roadmap for Strengthening Teacher Diversity. The dashboard revealed a troubling national trend: The diversity of the teacher workforce is slowing down compared to the diversity of adults with degrees. Yet California, Texas, and D.C. stand out for bucking the trend. In each of these two states and D.C., the teacher workforce is more diverse than the population of college-educated adults. More precisely, compared to their populations of working-age adults with degrees, the teacher workforce in California, Texas, and Washington, D.C., has a greater share of adults from historically disadvantaged groups—those who identify as American Indian/Alaska Native, Black/African American, Hispanic, Islander/Pacific Native, or two or more races.1  \nThe finding about California, Texas, and [D.C. is](D.C. is) important because research shows that teachers of color matter for all students, especially students of color.2 The benefits of having a same-race teacher for a student of color include improved academic,3 socialemotional,4 and behavioral outcomes.5 Teachers of color are more likely to have high  \nexpectations for students of color and create classrooms where they feel like they belong.6 In fact, Black students who have at least one Black elementary teacher are nearly 40% less likely to drop out of high school.7  \nSo, on the surface, the data from California, Texas, and D.C. seems like cause for celebration, but what story lies behind those numbers?  \nIn this brief, we tap into our Teacher Diversity Dashboard along with other external sources to explore what factors contribute to the relatively high rates of teacher diversity in California, Texas, and Washington, D.C. Is their success sustainable? What can other states learn from these places about increasing the diversity of the teacher workforce, and what potential hazards may still lie concealed?  \nTEXAS: HIGH INTEREST WITH A RISK OF HIGH  \nATTRITION  \nWhat the data show  \nSince at least 2014, the percentage of teachers from historically disadvantaged groups8 in Texas has consistently been higher than the percentage of working-age adults with degrees from historically disadvantaged groups. This suggests that college-educated Black and brown Texans have long viewed teaching as an attractive career choice, which is not the case in many parts of the country.  \nTexas teachers are more diverse than the state’s population of college-educated adults  \nHowever, this chart doesn’t tell the whole story. Some of the driving forces behind the relatively high percentage of Black and brown teachers—such as alternative certification programs and uncertified teachers—may ultimately backfire, creating higher teacher turnover in Texas schools, leaving more students, especially Black and brown students, with underprepared teachers.  \nFactors that contribute to teacher diversity in the Lone Star State  \n1. Alternative teacher prep programs  \nA major factor in the composition and stability of the teacher workforce in Texas is the outsized role alternative teacher preparation programs play in the state. According to the most recent federal Title II data,9 which represents the 2021-22 school year, a whopping 51% of graduates from Texas teacher preparation programs, nearly 8,500 aspiring teachers, completed alternative teacher certification programs. To put this in context, nationwide--when excluding Texas--alternative programs accounted for jus","cbCaimHnVOICDq1b","https://ap.wps.com/l/cbCaimHnVOICDq1b","pdf",472052,15,"English","# Introduction\n# Texas: High Interest With a Risk of High Attrition\n## What the data show\n## Factors that contribute to teacher diversity in the Lone Star State\n### Alternative teacher prep programs","[{\"question\":\"Why does the report focus on California, Texas, and Washington, D.C.?\",\"answer\":\"It highlights that these places buck a national trend by having a teacher workforce more diverse than their populations of working-age adults with degrees.\"},{\"question\":\"What evidence does the report provide for why teacher diversity matters?\",\"answer\":\"It cites research linking teachers of color to improved academic, social-emotional, and behavioral outcomes, including lower dropout risk for Black students with at least one Black elementary teacher.\"},{\"question\":\"How do alternative teacher preparation programs affect teacher diversity in Texas?\",\"answer\":\"They increase diversity by recruiting racially diverse aspiring teachers, but the report warns they may offer insufficient training and support, contributing to higher turnover and declining student achievement in reading and math.\"}]","A New Roadmap for Strengthening Teacher Diversity - February 2025 | PDF",1792056643,38]