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It outlines actions covering financial supports and incentives, strategic investments, and positive learning and teaching conditions for candidates and in-service educators. 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It also describes how incentives, investments, supportive learning/teaching conditions, and educator diversity data can build and sustain a diverse workforce.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who can use this guidance?",{"text":117,"@type":113},"State educational agencies, local educational agencies (districts), and institutions of higher education can use it. The document also encourages SEAs and districts to assemble an inclusive set of partners at the state and local levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the guidance propose for improving educator diversity?",{"text":121,"@type":113},"It recommends examining diversity data on students, teachers, and school leaders; identifying barriers and opportunities; establishing clear diversity goals; developing strategic plans with review routines; and collecting, analyzing, using, and publishing educator diversity data. 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S. Department of  Education  \nDecember 2 0 2 4  \nSUPPORTING A DIVERSE EDUCATOR WORKFORCE TO STRENGTHEN TEACHING AND LEARNING  \nNon-Regulatory Guidance  \nDecember 2024  \nPURPOSE  \nResearch shows that teachers of color can benefit all students, particularly students of color, 1,2,3 yet only one in five teachers are individuals of color, compared to more than half ofK-12 public school students.4 Increasing the diversity of educators can not only benefit students, but recruiting, preparing, and retaining more teachers of color who are underrepresented in the current teacher workforce can also help to address educator shortages. These are two critical goals many States, districts, and schools across the country are working to address.  \nThis non-regulatory guidance highlights actions that State educational agencies (SEAs), local educational agencies (LEAs, hereafter districts), and institutions of higher education (IHEs) can take to increase educator diversity, as well as Federal funding opportunities available to support these actions. This guidance outlines how financial supports and incentives; strategic investments; positive and supportive learning and teaching conditions for candidates enrolled in educator preparation programs (EPPs) and in-service educators; and the collection, analysis, use, and publication of educator diversity data can develop and sustain a diverse educator5 workforce. Successful implementation of these approaches can help ensure a more racially, ethnically, culturally, linguistically, gender, and disability diverse educator workforce to support improved learning conditions and student outcomes and address educational disparities.  \nThis guidance includes research on how a diverse educator workforce can enhance student success in school and beyond, describes strategies for SEAs and districts to consider as they begin or build on ongoing efforts, and outlines Federal funding sources to support these efforts. The U.S. Department of Education (Department) encourages SEAs and districts to begin or build on their work of improving the diversity of their educator workforce by assembling an inclusive set of partners6 at the State and local level to do the following:  \n• Examine State, district, and school level data on student, teacher, and school leader diversity; identify current barriers to and opportunities for developing a diverse educator workforce in the State and districts in the State; and review this guidance;  \n• Establish and publish clear educator diversity goals at the State or district level, as appropriate; and  \n1 Dee, T. (2004) . Teachers, race, and student achievement in a randomized experiment. The Review of Economics and Statistics, 86(1), 195–210.  \n2 Blazar, D. (2024) . Why Black Teachers Matter. Educational Researcher, 0(0) .  \n[https://doi.org/10.3102/0013189X241261336](https://doi.org/10.3102/0013189X241261336) .  \n3 Gershenson, S., Hart, C. M.D., Hyman, J., Lindsay, C. A., & Papageorge, N. W. (2022) . \"The Long-Run Impacts of Same-Race Teachers,\" American Economic Journal: Economic Policy, vol 14(4), pages 300-342.  \n4 U. S. Department of Education, National Center for Education Statistics. (2023) . Table 216.55. Number and percentage distribution of public elementary and secondary school students, by percentage of student's racial/ethnic group enrolled in the school and student's racial/ethnic group: Selected years, fall 2000 through fall 2022. In Digest of Education Statistics, 2017. Retrieved July 31, 2024, from Number and percentage distribution of public elementary and secondary school students, by percentage of student's racial/ethnic group enrolled in the school and student's racial/ethnic group: Selected years, fall 2000 through fall 2022.  \n5 We consider the term “educator” to include the wide range of school personnel; however, this document focuses on classroom teachers ","cbCaiqtQ328u1xA2","https://ap.wps.com/l/cbCaiqtQ328u1xA2","pdf",1868953,"English","# Purpose\n# Guidance Scope and Intended Approach\n## Roles for SEAs, LEAs, and IHEs\n# Key Actions for States and Districts\n## Examine diversity data and identify barriers\n## Set and publish clear diversity goals\n## Develop and publish a strategic plan\n# Legal and Policy Context\n## No added requirements beyond applicable law","[{\"question\":\"What is the purpose of this non-regulatory guidance?\",\"answer\":\"It highlights actions SEAs, LEAs (districts), and IHEs can take to increase educator diversity, along with federal funding opportunities to support those actions. It also describes how incentives, investments, supportive learning/teaching conditions, and educator diversity data can build and sustain a diverse workforce.\"},{\"question\":\"Who can use this guidance?\",\"answer\":\"State educational agencies, local educational agencies (districts), and institutions of higher education can use it. The document also encourages SEAs and districts to assemble an inclusive set of partners at the state and local levels.\"},{\"question\":\"What does the guidance propose for improving educator diversity?\",\"answer\":\"It recommends examining diversity data on students, teachers, and school leaders; identifying barriers and opportunities; establishing clear diversity goals; developing strategic plans with review routines; and collecting, analyzing, using, and publishing educator diversity data. It also links these efforts to federal funding sources and related directives.\"}]","SUPPORTING A DIVERSE EDUCATOR WORKFORCE TO STRENGTHEN TEACHING AND LEARNING - Non-Regulatory Guidance | PDF",1792062800,151]