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National data show people of color constitute only 20% of teachers versus 51% of U.S. public school students from non-white racial or ethnic groups. The brief highlights four pipeline barriers—preparation disparities, student debt, licensing barriers steering candidates toward alternate certification, and discouraging working conditions—and links diversity to gains in achievement, discipline equity, and long-term attainment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/identifying-barriers-to-recruiting-and-retaining-a-diverse-teacher-workforce-executive-summary/584799/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/identifying-barriers-to-recruiting-and-retaining-a-diverse-teacher-workforce-executive-summary/584799.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does teacher diversity matter for student outcomes?","Question",{"text":112,"@type":113},"Hiring and retaining non-white teachers improves multiple K-12 outcomes, especially for students of color, including improved early math and reading test scores and reduced likelihood of exclusionary discipline. Same-race teachers may also create a role-model effect that can last into adulthood.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What four barriers does the brief identify in the teacher pipeline?",{"text":117,"@type":113},"The brief focuses on preparation, debt accumulation, completion, and retention. It specifically points to lower rates of Black and Hispanic candidates in college and traditional preparation programs, student loan debt burdens, licensing barriers that push many Black students toward alternate certification, and working conditions that discourage staying in the profession.",{"name":119,"@type":110,"acceptedAnswer":120},"What initial barrier do prospective educators of color face?",{"text":121,"@type":113},"Many prospective educators of color encounter barriers long before graduating high school, including attending underfunded, low-performing schools staffed with less effective educators. This contributes to lower college matriculation, which the brief also connects to role-model effects influencing college consideration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584799,1792144559,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","IDENTIFYING BARRIERS TO RECRUITING AND RETAINING A DIVERSE TEACHER WORKFORCE  \nDr. Kisha N. Daniels  \nS E P T E M B E R 2 0 2 2  \nBARRIERS TO RECRUITING AND RETAINING A DIVERSE TEACHER WORKFORCE  \nEXECUTIVE SUMMARY  \nA diverse teacher workforce has the potential to improve outcomes for all students, and especially for students of color. North Carolina has recognized the importance of increasing diversity in the workforce and despite national and local efforts from school districts and policy makers, the teaching workforce has remained largely white and female, even as the students they serve have become increasingly diverse, widening the racial gap between teachers and students (Mitchell, 2019) . According to national data, people of color make up only 20 percent of the teaching force, while 51 percent of U. S. public school students come from non-white racial or ethnic groups (Frey, 2020) .  \nTeacher diversity matters. Hiring and retaining non-white teachers positively impacts multiple K- 12 outcomes for all students, but especially for students of color. Studies show that for Black and Hispanic students, test scores improve for math and reading in early grades when they are taught by teachers of the same race. Students are  \nalso less likely to face exclusionary discipline practices and are more likely to attain a postsecondary degree (DRIVE Task Force, 2021) . Additionally, Gershenson and colleagues (2021), found that same-race teachers demonstrate a “role model” effect can last into adulthood and potentially shrink the educational attainment gap.  \nAlthough attempts have been made to increase the numbers of teachers of color, the nation’s public schools are far from reflecting the diversity of the student populations they serve (Meckler & Rabinowitz, 2019) . Among many barriers that may contribute to this mismatch, this brief focuses on four areas: preparation, debt accumulation, completion, and retention. Specifically, 1) the disproportionately lower rates of Black and Hispanic candidates in college and traditional teacher preparation program as compared to their white counterparts, 2) the burden of student loan debt, 3) the barriers associated with gaining a license to teach which steers many Black students to alternate certification pathways, and 4) the working conditions that non-white teachers encounter which discourage them from staying in the profession. In essence, at every connection in the teacher pipeline, from postsecondary preparation to classroom teacher, people of color fall through the cracks. This brief seeks to draw attention to these barriers and make recommendations to policymakers to address these barriers in order to create and sustain a robust and diverse teacher workforce that reflects the diversity of the students it serves.  \nPOSTSECONDARY ENROLLMENT  \nWould-be educators of color encounter their first barrier to entering the profession long before graduating from high school. Students of color are more likely to attend schools that are underfunded, low-performing, and staffed with less effective educators, resulting in students who are less likely to attend a postsecondary institution. Low college matriculations could also be due to the “role-model” effect (Gershenson & Papageorge, 2019), which states that teachers’ beliefs about a student’s college potential can become self-fulfilling prophecies. This study found that all teachers are overly optimistic about  \n2  \nS E P T E M B E R 2 0 2 2  \nBARRIERS TO RECRUITING AND RETAINING A DIVERSE TEACHER WORKFORCE  \nPOSTSECONDARY ENROLLMENT  \nWould-be educators of color encounter their first barrier to entering the profession long before graduating from high school. Students of color are more likely to attend schools that are underfunded, low-performing, and staffed with less effective educators, resulting in students who are less likely to attend a postsecondary institution. Low college matriculations could also be due to the “role-model”effect (Gershens","cbCait2eAjC16B7Y","https://ap.wps.com/l/cbCait2eAjC16B7Y","pdf",12304029,11,"English","# Executive Summary\n# Postsecondary Enrollment","[{\"question\":\"Why does teacher diversity matter for student outcomes?\",\"answer\":\"Hiring and retaining non-white teachers improves multiple K-12 outcomes, especially for students of color, including improved early math and reading test scores and reduced likelihood of exclusionary discipline. Same-race teachers may also create a role-model effect that can last into adulthood.\"},{\"question\":\"What four barriers does the brief identify in the teacher pipeline?\",\"answer\":\"The brief focuses on preparation, debt accumulation, completion, and retention. It specifically points to lower rates of Black and Hispanic candidates in college and traditional preparation programs, student loan debt burdens, licensing barriers that push many Black students toward alternate certification, and working conditions that discourage staying in the profession.\"},{\"question\":\"What initial barrier do prospective educators of color face?\",\"answer\":\"Many prospective educators of color encounter barriers long before graduating high school, including attending underfunded, low-performing schools staffed with less effective educators. This contributes to lower college matriculation, which the brief also connects to role-model effects influencing college consideration.\"}]","IDENTIFYING BARRIERS TO RECRUITING AND RETAINING A DIVERSE TEACHER WORKFORCE - Executive Summary | PDF",1792052401,28]