Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain...,
July 27, 2022 by EdTrust 
Research says that teacher diversity benefits all students, regardless of race or ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color.
Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices for advocates, educators, and policymakers leading this work at the state level.
Student Data Source: The Education Trust’s analysis of 2018-19 data retrieved from the state website: rptsvr1.tea.texas….
Teacher Data Source: The Education Trust’s analysis of 2018-19 data retrieved from the state website: rptsvr1.tea.texas….
| Race/ethnicity | Students | Teachers |
| Asian | 4.5% | 1.7% |
| Black | 12.6% | 10.5% |
| Latino | 52.5% | 27.6% |
| Multiracial | 2.4% | 1.1% |
| American Indian / Alaska Native | 0.4% | 0.4% |
| Native Hawaiian / Pacific Islander | 0.1% | 0.2% |
| White | 27.5% | 58.6% |
| Total Percentage of People of Color3 | 72.5% | 41.4% |
| Schools With No Teachers of Color | 4.7% |
| Percentage of All Students in Schools with No Teachers of Color | 1.8% |
1. The data was pulled from K-12 public and charter schools in the state, 2.K-12 classroom teacher full-time equivalents, 3. People of color describes people who identify as Black, Latino, multiracial, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander
To examine whether students have access to diverse teachers in their schools, we analyzed school-level data on teacher and student race and ethnicity. Below are state-level findings regarding students’ access to teachers of color and same-race teachers as well as the prevalence of teachers in schools with no other same-race colleagues. For district-level data, please visit this state’s page at edtrust.org/educator-diversity.
| State Teacher Diversity Data | |||||||
| Asian | Black | Latino | Multiracial | American Indian/ Alaska Native | Native Haw./ Pac. Islander | White | |
| Percent of students attending schools with no teachers of color | 0.7% | 0.5% | 0.7% | * | * | * | 49.2% |
| Percent of students attending schools with no same-race teachers | 23.6% | 6.3% | 1.7% | * | * | * | 0.1% |
| Percent of students attending schools with <5% same-race teachers | 28.3% | 80.1% | 94% | * | * | * | 99.8% |
| Percent of teachers working in schools with no other same-race teacher | 23.5% | 3.3% | 0.8% | 41.8% | 71.6% | 43.7% | 0.1% |
| *Less than 3% students | |||||||
Research shows students of color and students from low-income backgrounds are more likely to attend schools with greater numbers of novice teachers than their peers. While new teachers bring energy and passion into their classrooms and schools, teachers face a steep learning curve in their first few years of teaching. Schools with high turnover and a “revolving door” of new teachers can deeply affect student learning.
| Disparities between schools serving the most and fewest Black students | |||||||
| Schools Serving the Most Black Students | Schools Serving the Fewest Black Students | ||||||
| Percent Novice Teachers | 19% | 13% | |||||
| Percent First-Year Teachers | 10% | 7% | |||||
| Disparities between schools serving the most and fewest Latino students | |||||||
| Schools Serving the Most Latino Students | Schools Serving the Fewest Latino Students | ||||||
| Percent Novice Teachers | 17% | 12% | |||||
| Percent First-Year Teachers | 9% | 6% | |||||
| Disparities between Black and Non-Black Students | |||||||
| Black Students | Not-Black Students | ||||||
| Percent of Students in schools with High (≥20%) percentages of Novice Teachers | 34% | 24% | |||||
| Percent of Students in schools with High (≥10%) percentages of Uncertified Teachers | 11% | 6% | |||||
| Disparities between Latino and Non-Latino Students | |||||||
| Latino Students | Not-Latino Students | ||||||
| Percent of Students in schools with High (≥20%) percentages of Novice Teachers | 17% | 12% | |||||
| PPercent of Students in schools with High (≥10%) percentages of Uncertified Teachers | 9% | 6% | |||||
To move from highlighting these inequities to proactively addressing them, see the Roadmap for State Success in our reports Getting Black Students Access to Non-Novice and Certified Teachers and Getting Latino Students Access to Non-Novice and Certified Teachers.
To increase the racial diversity of the educator workforce, states must create the right policy conditions to support educator preparation programs, districts, and schools in their efforts to prepare, recruit, and retain teachers of color. The following describes the state’s progress toward creating those policy conditions:
RATING SCALE
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MEETS SOME OF THE REQUIREMENTS
1: Make Educator Diversity Data Visible and Actionable to StakeholdersFor states to make progress toward increasing the racial diversity of the educator workforce, all stakeholders must have access to useful and timely educator workforce data to set goals and chart a path forward. As keepers of state data systems, state education agencies are best positioned to collect and share this data, which should be publicly available and easily accessible so stakeholders can make targeted, strategic workforce decisions at the school, district, and state level. For data to be meaningful, states must: |
Texas does not post information about the retention rates of educators of color on the state website.
The state should include data on the retention rates of educators of color through a dashboard, on individual school reports cards, or through a state-developed report that analyzes the retention rates of educators of color. For an example, see Delaware’s educator mobility data dashboard.
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MEETS ONE OR NO REQUIREMENTS
2: Set clear goals at the state and district level to increase student access to diverse educatorsTo create actionable goals to increase the racial diversity of the educator workforce, states must: |
Texas does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.
The state should create a clear, numeric goal that is measurable and limited in time and make it publicly available. For an example, see Arkansas’ goal to increase the number of minority teachers in public schools by 25% in 2025.
Texas showed no evidence of meeting this goal.
The state should make an intentional effort to engage local stakeholders to provide input and support on educator diversity goals, including through stakeholder forums, listening tours, and meetings with key education advocacy groups.
Texas showed no evidence of meeting this goal.
The state should provide guidance and funding for districts and/or educator preparation programs to set goals, implement strategies, and develop plans to monitor progress. For an example, see New Jersey’s Diversifying the Teacher Pipeline Competitive Grant Program for educator preparation programs to expand and develop plans to recruit and prepare more educators of color to meet the needs of partnering local education agencies (LEAs).
Texas showed no evidence of meeting this goal.
The state should bring together a task force or advisory group that can create a report or brief that includes data and recommendations to increase the racial diversity of the workforce at the state-level. For an example, see Ohio’s Diversifying the Education Profession in Ohio Taskforce brief from fall 2018.
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MEETS SOME OF THE REQUIREMENTS
3: Invest in educator preparation programs to increase enrollment and improve the preparation of teachers of colorStates must invest in multiple inputs toward building an educator pipeline to increase the racial diversity of the workforce, starting with the preparation of educators of color. The state must create opportunities for educators of color to enroll and succeed in preparation programs and limit unnecessary barriers to the profession. To support the preparation of teachers of color, the state must: |
Texas invests in loan-forgiveness programming for educators based on shortage and high-needs areas but not specifically targeting teachers of color.
However, the state should invest in scholarships and/or loan- forgiveness programs that target students of color. For an example, see Florida’s Minority Teacher Education Scholars Program.
Texas has rigorous program approval standards for preparing and graduating candidates of color.
However, the state should adopt a program approval standard that requires preparation programs to show evidence of plans and efforts to recruit and support a more racially diverse candidate pool in their programs. For an example, see Alabama’s program approval standards
Texas developed explicit goals regarding closing pass rates by race and ethnicity during their teacher and principal certification redesign process. Texas is also working to replace their current licensure test requirements with the edTPA portfolio model for the 2022-23 school year.
However, the state should take concrete actions to change licensure policies to increase diversity including eliminating assessments or other burdensome licensure requirements that disproportionally affect candidates of color.
Texas does not invest in teacher preparation programs that prepare a high number of candidates of color.
The state should invest in supports and incentives for programs that prepare a high number of teachers of color, including MSIs, to grow their efforts to recruit and graduate more teachers of color. For an example, see Virginia’s increased investment in local historically Black colleges and universities (HBCUs) that prepare teachers of color to work in STEM fields.
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MEETS ALL OR MOST OF THE REQUIREMENTS
4: Target resources to districts and schools to support efforts to intentionally recruit and hire a diverse teaching workforceMany districts and schools across the country struggle to recruit and hire a more diverse teaching workforce using traditional methods. States play an important role in targeting resources toward these districts and schools to help develop initiatives that increase the racial diversity of the workforce. Research-based strategies that states should take to target resources toward these districts and schools include: |
Texas provides funding opportunities and guidance for districts and preparation programs to invest in Grow Your Own programming to increase the quality and diversity of the workforce.
Therefore, the state earned a green and is rated as a best practice in this category.
Texas does not invest in guidance on cultural competence or anti-bias professional development for hiring managers in the state.
Therefore, the state earned a red in this category.
Texas requires that the Texas Education Agency transfer excess funds in the charter school liquidation fund to support a grant program established by the agency to encourage high school students to enter the teaching profession. The state also invests in a pathway in their Grow Your Own programming that includes an option to develop teacher academies at the district level.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Oregon’s Minority Educator Pipeline Models Grant, which provides funds to school districts and postsecondary institutions to create collaborative processes, including a high school cadet program to recruit future educators who are culturally and linguistically diverse.
Texas invests in the Principal Residency Grant to provide districts with an opportunity to build strong campus leaders and support internal leadership pipelines through full-time, yearlong principal residencies. The grant includes a goal of diversifying the principal workforce.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Massachusetts’ investment in diversifying the superintendent pipeline.
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MEETS SOME OF THE REQUIREMENTS
5: Invest in efforts to retain teachers of color including improving working conditions and providing opportunities for personal and professional growth for teachers of colorWhile many states have invested heavily in efforts to recruit teachers of color, these efforts are compromised when districts and schools have difficulty retaining teachers of color. States can improve retention of teachers of color by investing in programming that provides ongoing support and growth opportunities and improves poor working conditions that disproportionately affect teachers of color. Strategies that states should take to retain teachers of color include: |
Texas requires the commissioner of higher education to establish a Texas Teacher Residency Program at a public institution of higher education.
However, the state should invest in high-retention pathways to teaching, including residency models and alternative certification programs that traditionally support and develop teachers of color. For an example, see California’s investment in residency programs to recruit, develop support systems for, provide outreach and communication strategies to, and retain a diverse teacher workforce.
Texas does not invest in opportunities for teachers of color to grow and develop in their abilities and qualification for leadership roles while in the classroom.
The state does not provide professional learning opportunities for teachers of color to grow their leadership abilities, nor does it invest in pathways to leadership opportunities for teachers of color. For an example, see Massachusetts’ investment in diversifying the superintendent pipeline.
Texas does not require districts to provide mentoring and induction programming, but the state allows districts to assign a mentor teacher to each classroom teacher with less than two years of teaching experience.
However, the state should invest in an induction and mentoring program that provides at least two years of support for new teachers. For an example, see Minnesota’s $6 million investment in 2022 and 2023 for districts to develop mentorship programs that prioritize teachers of color.
Texas provided an option for principals and principal supervisors to receive Positive School Culture training through the Education Service Centers in the state which included training on ensuring routines and procedures demonstrated cultural competence.
Therefore, the state earned a yellow in this category
6: Use federal COVID-related relief funds to invest in strategies to increase the racial diversity of the educator workforce.Through the American Rescue Plan (ARP), the federal government has invested $190 billion to support state and local efforts to provide high-quality instruction during the COVID-19 pandemic. Some of this money can — and should — be utilized to fund efforts to increase the racial diversity of the educator workforce through short- and long-term solutions. Each state submitted an ARP plan to invest funding to address several issues, including building strong and diverse workforces, and many states have used ESSER funds and other federal sources to invest in strategies to increase the diversity of the workforce. The information below represents the state’s effort to invest in teacher diversity strategies since March 2021: |
In the Texas state ARP plan the SEA wrote that it would support high-quality preparation in year-long residencies by identifying EPPs with aligned programming and capacity, funding regional service centers to support EPP and LEA collaboration, and funding stipends for residents at LEAs for two years as they build and implement a sustainable model. The state will also continue to fund the “Grow Your Own” grant program. The plan did not specify which funds would be used for these initiatives.
Texas used $34,451,850 in ESSER funding (including ARP) to provide stipends and implementation funds for “Grow Your Own” programming. The state also used $91,205,000 in ESSER funding (including ARP) to support teacher residency programs.
Other Federal Investments to Note:
TAPPING INTO THE AFTER-SCHOOL PIPELINE
One underutilized strategy for increasing the racial diversity of the teacher workforce is to recruit and prepare those who have experience working in after-school or out-of-school time (OST) programs to enter the teaching profession. State policymakers can adopt policies to build this potentially high-leverage pipeline of teachers of color into the profession. To do so effectively, they must not only increase targeted recruitment of after-school/OST staff but also structure programming to draw upon this group’s experiences while they’re enrolled in preparation programs.
Here are three ways to build an after-school pipeline:
State Actions:
Provide funding, guidance, and support for Grow Your Own (GYO) programs, which traditionally attract candidates of color
Investment in partnerships between districts and teacher preparation programs, particularly minority serving institutions, to ensure targeted hiring
State Actions:
Investment in scholarship and loan forgiveness programs to attract students of color into teacher preparation programs
State Actions:
Adopted rigorous program approval standards for teacher preparation programs to recruit and graduate candidates
