Resource

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 in each state for advocates, educators, and policymakers leading this work at the state level. See how Louisiana fares.

Louisiana Demographic Data (2019-20)*

Student Data Source: State Website: louisianabelieves
Teacher Data Source: Data Request

Race/ethnicity Students Teachers** Paraprofessionals***
Asian 1.6% 0.9% 1%
Black 42.5% 23.5% 44%
Latino 8.4% 1.9% 3%
Multiracial 2.9% 0.4% 0%
American Indian/ Alaska Native 0.6% 0.3% 1%
Native Hawaiian/ Pacific Islander 0.1% 0.0% 0%
White 43.9% 73.0% 51%
Total Percentage of People of Color**** 54.5% 26.1% 48%
* The data was pulled from K-12 public and charter schools in the state,
** K-12 classroom teacher full-time equivalents,
***Paraprofessional full-time equivalents,
**** People of color describes people who identify as Black, Latino, multiracial, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander
Schools With No Teachers of Color 9.7%
Percentage of All Students in Schools with No Teachers of Color 7.0%

To examine whether students have access to diverse teachers in their schools, we analyzed school-level data on teacher and student race and ethnicity. The following describes state-level findings regarding students’ access to teachers of color and same-race teachers as well as the prevalence of teachers teaching in schools with no other same-race colleagues.

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 * 1.7% 4.2% * * * 12.7%
Percent of students attending schools with no same-race teachers * 3.0% 37.0% * * * 0.0%
Percent of students attending schools with >5% same-race teachers * 90.6% 25.9% * * * 100.0%
Percent of teachers working in schools with no other same-race teacher 38.7% 1.3% 28.0% 46.0% 65.5% 81.5% 0.0%
*Less than 3% students
# Fewer than 10 teachers

State Teacher Equity Data (2018-19)

Strong teachers are the most impactful contributor to student achievement, yet on average, students of color are disproportionately taught by inexperienced and out-of-field teachers. States must track student access to strong teachers and take proactive policy measures to ensure that students of color have equitable access to non-novice and certified teachers.

The following represents Louisiana students’ access to out-of-field and inexperienced teachers disaggregated by race:

  • Definitions:
    • Percentage of out-of-field teachers
      • Louisiana defines out-of-field teachers as: “Teachers who hold one of the following valid certificates: Professional Level 1, 2, 3; Type C, B, or A; Out-of-State; Foreign Language Elementary Special Certificate; Practitioner 1, 2, or 3 license; World Language Certificate; Extended Endorsement License; or a standard certificate for teachers in nonpublic schools, but who do not hold the certification area for their teaching assignment in at least one class (e.g., a teacher certified in elementary who is teaching secondary science).”
    • Percentage of inexperienced teachers
      • Louisiana defines inexperienced teachers as “Any teacher in his/her first year of teaching in the classroom.”
    • For more information: source: louisianabelieves.com

Statewide Averages

Average percentage of inexperienced teachers in a school 3.1%
Average percentage of out-of-field teachers in a school 20.1%

Statewide Teacher Inexperience Data

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 32.8% 42.8% 36.8% 22.9%
Percent of students attending schools with no inexperienced teachers 51.0% 41.4% 46.5% 60.6%
Percent of students attending schools with less than 10% inexperienced teachers 40.2% 44.1% 45.0% 35.7%
Percent of students attending schools with more than 10% inexperienced teachers 8.8% 14.5% 8.5% 3.7%
Student makeup of Louisiana’s schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 55.5% 8.4% 31.4%
Schools with lower-than-average rates of teacher inexperience 36.3% 7.1% 51.4%

Statewide Teacher Out-of-Field Data

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 35.9% 47.3% 39.5% 25.0%
Percent of students attending schools with no out-of-field teachers 4.1% 2.8% 3.9% 5.4%
Percent of students attending schools with less than 10% out-of-field teachers 67.1% 57.7% 63.9% 76.1%
Percent of students attending schools with more than 10% out-of-field teachers 28.8% 39.6% 32.3% 18.5%
Student makeup of Louisiana’s schools with high/low teacher Out-of-Field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 56.1% 8.2% 31.2%
Schools with lower-than-average rates of out-of-field teachers 35.1% 7.1% 52.5%

District Teacher Diversity and Equity Data

Access to strong, diverse teachers can vary widely across districts within a state – statewide averages can mask those differences. The following describes the same data points on access to strong and diverse teachers for select districts in the state: (See the Appendix for data that shows gaps between students of color and teachers of color for all Local Education Agencies in the state.)

NEW ORLEANS (ORLEANS PARISH DISTRICT & CHARTER SCHOOLS)

Student Experience by Race/Ethnicity
Asian Black Latino Multiracial Native Pacific Islander White
Percent of students attending schools with no teachers of color * 0.0% 0.0% * * * 0.0%
Percent of students attending schools with no same-race teachers * 0.0% 19.3% * # # 0.2%
Percent of students attending schools with >5% same-race teachers * 100.0% 45.2% * # # 99.4%
Percent of teachers working in schools with no other same-race teacher 47.2% 0.0% 14.4% 0.0% # # 0.3%
Number of paraprofessionals (FTEs) 14 803 47 10 2 0 134
*Less than 3% students
# Fewer than 10 teachers

New Orleans Teacher Inexperience and Out-of-Field Data

Average percentage of inexperienced teachers in a school 10.3%
Average percentage of out-of-field teachers in a school 56.8%

New Orleans Teacher Inexperience Data

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 75.8% 78.3% 76.0% 52.8%
Percent of students attending schools with no inexperienced teachers 16.2% 12.5% 21.9% 45.9%
Percent of students attending schools with less than 10% inexperienced teachers 36.8% 36.9% 37.1% 29.7%
Percent of students attending schools with more than 10% inexperienced teachers 47.0% 50.6% 41.0% 24.4%
Student makeup of Orleans’ schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 83.6% 7.4% 5.6%
Schools with lower-than-average rates of teacher inexperience 72.7% 7.3% 15.6%

New Orleans Teacher Out-of-Field Data

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 95.9% 96.8% 97.4% 86.7%
Percent of students attending schools with no out-of-field teachers 0% 0% 0% 0%
Percent of students attending schools with less than 10% out- of-field teachers 5.7% 4.8% 5.9% 13.7%
Percent of students attending schools with more than 10% out- of-field teachers 94.3% 95.2% 94.1% 86.3%
Student makeup of Orleans’ schools with high/low teacher out-of-field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 81.7% 7.5% 7.2%
Schools with lower-than-average rates of out-of-field teachers 63.5% 4.8% 26.4%

JEFFERSON PARISH

 

Student Experience by Race/Ethnicity
Asian Black Latino Multiracial Native Pacific Islander White
Percent of students attending schools with no teachers of color 2.6% 0.1% 0.2% * * * 3.1%
Percent of students attending schools with no same-race teachers 60.6% 0.4% 10.7% # * # 0.0%
Percent of students attending schools with >5% same-race teachers 14.2% 97.0% 54.5% # * # 100.0%
Percent of teachers working in schools with no other same-race teacher 27.5% 0.2% 15.2% # 81.8% # 0.0%
Number of paraprofessionals (FTEs) 17 436 183 0 4 2 472
*Less than 3% students
# Fewer than 10 teachers

JEFFERSON PARISH TEACHER INEXPERIENCE AND OUT-OF-FIELD DATA

Average percentage of inexperienced teachers in a school 2.7%
Average percentage of out-of-field teachers in a school 30.1%

JEFFERSON PARISH TEACHER INEXPERIENCE DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 39.2% 42.2% 37.4% 36.5%
Percent of students attending schools with no inexperienced teachers 42.3% 39.5% 40.3% 47.8%
Percent of students attending schools with less than 10% inexperienced teachers 53.7% 53.8% 58.3% 48.8%
Percent of students attending schools with more than 10% inexperienced teachers 4.0% 6.7% 1.4% 3.4%
Student makeup of Jefferson’s schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 41.3% 27.7% 23.2%
Schools with lower-than-average rates of teacher inexperience 36.4% 29.9% 26.0%

JEFFERSON PARISH TEACHER OUT-OF-FIELD DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 72.0% 77.8% 68.9% 68.3%
Percent of students attending schools with no out-of-field teachers 0.0% 0.0% 0.0% 0.0%
Percent of students attending schools with less than 10% out-of-field teachers 38.8% 30.6% 43.4% 44.8%
Percent of students attending schools with more than 10% out-of-field teachers 61.2% 69.4% 56.6% 55.2%
Student makeup of Jefferson’s schools with high/low teacher out-of-field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 41.3% 27.7% 23.6%
Schools with lower-than-average rates of out-of-field teachers 30.4% 32.3% 28.3%

EAST BATON ROUGE PARISH

Student Experience by Race/Ethnicity
Asian Black Latino Multiracial Native Pacific Islander White
Percent of students attending schools with no teachers of color 0.0% 0.0% 0.0% * * * 0.0%
Percent of students attending schools with no same-race teachers 17.0% 0.0% 18.2% * # # 0.2%
Percent of students attending schools with >5% same-race teachers 31.3% 99.0% 33.5% * # # 99.8%
Percent of teachers working in schools with no other same-race teacher 11.0% 0.1% 18.7% 53.3% # # 0.1%
Number of paraprofessionals (FTEs) 29 662 11 4 0 0 117
*Less than 3% students
# Fewer than 10 teachers

EAST BATON ROUGE PARISH TEACHER INEXPERIENCE AND OUT-OF-FIELD DATA

Average percentage of inexperienced teachers in a school 4.1%
Average percentage of out-of-field teachers in a school 17.8%

EAST BATON ROUGE TEACHER INEXPERIENCE DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 44.46% 44.71% 52.03% 39.49%
Percent of students attending schools with no inexperienced teachers 35.7% 37.6% 26.8% 31.5%
Percent of students attending schools with less than 10% inexperienced teachers 55.3% 54.3% 64.1% 53.7%
Percent of students attending schools with more than 10% inexperienced teachers 9.0% 8.1% 9.1% 14.8%

 

Student makeup of East Baton Rouge’s schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 74.2% 11.5% 10.0%
Schools with lower-than-average rates of teacher inexperience 73.5% 8.5% 12.3%

EAST BATON ROUGE PARISH TEACHER OUT-OF-FIELD DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 32.3% 36.3% 24.7% 20.2%
Percent of students attending schools with no out-of-field teachers 0.0% 0.0% 0.0% 0.0%
Percent of students attending schools with less than 10% out-of- field teachers 74.7% 71.0% 83.0% 85.3%
Percent of students attending schools with more than 10% out-of- field teachers 23.1% 26.5% 14.7% 14.0%

 

Student makeup of East Baton Rouge’s schools with high/low teacher out-of-field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 82.8% 7.5% 7.1%
Schools with lower-than-average rates of out-of-field teachers 69.5% 10.9% 13.3%

CADDO PARISH

Student Experience by Race/Ethnicity
Asian Black Latino Multiracial Native Pacific Islander White
Percent of students attending schools with no teachers of color * .3% 1.4% * * * 2.9%
Percent of students attending schools with no same-race teachers * .3% 56% # * # 0%
Percent of students attending schools with >5% same-race teachers * 97% 3% # * # 100%
Percent of teachers working in schools with no other same- race teacher 27% .1% 37% # 53% # 0%
Number of paraprofessionals (FTEs) 5 517 5 0 4 0 200
*Less than 3% students
# Fewer than 10 teachers

CADDO PARISH TEACHER INEXPERIENCE AND OUT-OF-FIELD DATA

Average percentage of inexperienced teachers in a school 3.6%
Average percentage of out-of-field teachers in a school 13.9%

CADDO PARISH TEACHER INEXPERIENCE DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 43.7% 54.0% 40.3% 23.9%
Percent of students attending schools with no inexperienced teachers 23.8% 19.7% 24.4% 31.2%
Percent of students attending schools with less than 10% inexperienced teachers 67.6% 69.4% 70.5% 64.2%
Percent of students attending schools with more than 10% inexperienced teachers 8.6% 10.9% 5.1% 4.6%

 

Student makeup of Caddo’s schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 77.5% 3.5% 16.2%
Schools with lower-than-average rates of teacher inexperience 51.2% 4.0% 40.1%

CADDO PARISH TEACHER OUT-OF-FIELD DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 19.6% 23.6% 15.9% 12.8%
Percent of students attending schools with no out-of-field teachers 0.8% 1.3% 0.2% 0.0%
Percent of students attending schools with less than 10% out-of-field teachers 85.8% 82.2% 89.6% 91.6%
Percent of students attending schools with more than 10% out-of-field teachers 13.4% 16.5% 10.2% 8.4%

 

Student makeup of Caddo’s schools with high/low teacher out-of-field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 75.6% 3.1% 19.4%
Schools with lower-than-average rates of out-of-field teachers 59.6% 4.0% 32.2%

CITY OF MONROE SCHOOL DISTRICT

Student Experience by Race/Ethnicity
Asian Black Latino Multiracial Native Pacific Islander White
Percent of students attending schools with no teachers of color * 0% * * * * 0%
Percent of students attending schools with no same-race teachers # 0% # # # # 0%
Percent of students attending schools with 5% same-race teachers # 100% # # # # 100%
Percent of teachers working in schools with no other same-race teacher # 0% # # # # 0%
Number of paraprofessionals (FTEs) 0 151 0 1 0 0 33
*Less than 3% students
# Fewer than 10 teachers

MONROE PARISH TEACHER INEXPERIENCE AND OUT-OF-FIELD DATA

Average percentage of inexperienced teachers in a school <1%
Average percentage of out-of-field teachers in a school 33%

CITY OF MONROE TEACHER INEXPERIENCE DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 11.2% 8.5% 16.0% 26.3%
Percent of students attending schools with no inexperienced teachers 75.1% 75.3% 79.8% 73.0%
Percent of students attending schools with less than 10% inexperienced teachers 24.9% 24.7% 20.2% 27.0%
Percent of students attending schools with more than 10% inexperienced teachers 0% 0% 0% 0%

 

Student makeup of Monroe’s schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 63.7% 2.1% 30.0%
Schools with lower-than-average rates of teacher inexperience 86.2% 1.4% 10.6%

MONROE PARISH TEACHER OUT-OF-FIELD DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 79.9% 81.0% 73.1% 75.7%
Percent of students attending schools with no out-of-field teachers 0% 0% 0% 0%
Percent of students attending schools with less than 10% out- of-field teachers 31.8% 28.3% 38.7% 50.5%
Percent of students attending schools with more than 10% out-of- field teachers 68.2% 71.7% 61.3% 49.5%

 

Student makeup of Monroe’s schools with high/low teacher out-of-field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 84.9% 1.3% 12.1%
Schools with lower-than-average rates of out-of-field teachers 79.1% 1.9% 15.4%

RAPIDES PARISH

Student Experience by Race/Ethnicity
Asian Black Latino Multiracial Native Pacific Islander White
Percent of students attending schools with no teachers of color * 4% 36% * * * 26%
Percent of students attending schools with no same-race teachers # 7.3% 81% # # # 0%
Percent of students attending schools with 5% same- race teachers # 85% 0% # # # 100%
Percent of teachers working in schools with no other same- race teacher # 3.2% 80% # # # 0%
Number of paraprofessionals (FTEs) 2 128 2 0 3 0 302
*Less than 3% students
# Fewer than 10 teachers

RAPIDES PARISH TEACHER INEXPERIENCE AND OUT-OF-FIELD DATA

Average percentage of inexperienced teachers in a school 1.6%
Average percentage of out-of-field teachers in a school 16.6%

RAPIDES PARISH TEACHER INEXPERIENCE DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 19.25% 28.6% 33.2% 10.9%
Percent of students attending schools with lower-than-average rates of teacher inexperience 80.7% 71.4% 66.8% 89.1%
Percent of students attending schools with less than 10% inexperienced teachers 40.2% 42.3% 45.4% 38.7%
Percent of students attending schools with more than 10% inexperienced teachers 2.4% 5.1% 0.6% 0.3%

 

Student makeup of Rapides’ schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 63.3% 6.6% 28.5%
Schools with lower-than-average rates of teacher inexperience 37.6% 3.2% 55.5%

RAPIDES PARISH TEACHER OUT-OF-FIELD DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 41.4% 44.6% 39.4% 39.2%
Percent of students attending schools with no out-of-field teachers 1.0% 2.3% 0.3% 0.0%
Percent of students attending schools with less than 10% out-of- field teachers 72.5% 66.8% 64.4% 77.7%
Percent of students attending schools with more than 10% out-of-field teachers 26.5% 31.0% 35.2% 22.3%

 

Student makeup of Rapides’ schools with high/low teacher out-of-field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 45.9% 3.6% 47.6%
Schools with lower-than-average rates of out-of-field teachers 40.2% 3.9% 52.1%

ST. BERNARD PARISH

Student Experience by Race/Ethnicity
Asian Black Latino Multiracial Native Pacific Islander White
Percent of students attending schools with no teachers of color * 4.8% 5.1% 8.4% * * 12%
Percent of students attending schools with no same-race teachers # 12% 56% # # # 0%
Percent of students attending schools with 5% same-race teachers # 49% 25% # # # 100%
Percent of teachers working in schools with no other same- race teacher # 6.5% 27% # # # 0%
Number of paraprofessionals (FTEs) 0 22 1 0 0 0 107
*Less than 3% students
# Fewer than 10 teachers

ST. BERNARD PARISH TEACHER INEXPERIENCE AND OUT-OF-FIELD DATA

Average percentage of inexperienced teachers in a school 1.8%
Average percentage of out-of-field teachers in a school 8.8%

ST. BERNARD PARISH TEACHER INEXPERIENCE DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of teacher inexperience 5.3% 6.4% 3.0% 5.5%
Percent of students attending schools with no inexperienced teachers 69.5% 68.1% 73.1% 69.2%
Percent of students attending schools with less than 10% inexperienced teachers 25.2% 25.6% 23.9% 25.3%
Percent of students attending schools with more than 10% inexperienced teachers 5.3% 6.4% 3.0% 5.5%

 

Student makeup of St. Bernard’s schools with high/low teacher inexperience rates
Black Latino White
Schools with higher-than-average rates of teacher inexperience 37.0% 7.7% 50.8%
Schools with lower-than-average rates of teacher inexperience 30.5% 14.1% 48.6%

ST. BERNARD PARISH TEACHER OUT-OF-FIELD DATA

Student Experience by Race/Ethnicity
All students Black Latino White
Percent of students attending schools with higher-than-average rates of out-of-field teachers 5.3% 6.4% 3.0% 5.5%
Percent of students attending schools with no out-of-field teachers 0.0% 0.0% 0.0% 0.0%
Percent of students attending schools with less than 10% out-of-field teachers 94.7% 93.6% 97.0% 94.5%
Percent of students attending schools with more than 10% out-of-field teachers 5.3% 6.4% 3.0% 5.5%

 

Student makeup of St. Bernard’s schools with high/low teacher out-of-field rates
Black Latino White
Schools with higher-than-average rates of out-of-field teachers 37.0% 7.7% 50.8%
Schools with lower-than-average rates of out-of-field teachers 30.5% 14.1% 48.6%

Policy Scan

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

Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria

Goals

  1. Make educator diversity data visible and actionable to stakeholders
  2. Set clear goals at the state and district level to increase student access to strong and diverse educators
  3. Support preparation programs to recruit and prepare teachers of color
  4. Target resources to intentionally recruit and hire a diverse teaching workforce
  5. Improve working conditions and provide opportunities for personal and professional growth for teachers of color
meets criteria

GOAL 1: Make Educator Diversity Visible and Actionable

For 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 these data. The data 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:

Criteria
meets criteria
Share annual school-level information about the racial demographics of the educator workforce, including online in a dashboard, school report cards, or a state-developed report on the diversity of the educator workforce
State Actions

Louisiana posts school-level data on the racial demographics of the educator workforce on the state website through their Educator Workforce Reports and through the Louisiana School Finder. source: louisianabelieves.com

Therefore, the state earned a green in this category. For another example of a state that earned a green, see Massachusetts’ data dashboard. source: profiles.doe.mass.edu

Rating Methodology:

Publicly available school-level data about the racial demographics of the teacher workforce included in a dashboard, report card, or report on the state of the teacher workforce
Publicly available district-level information about the racial demographics of the teacher workforce included in a dashboard, report card, or report on the state of teacher workforce
State-level information or no publicly available data on the racial demographics of the educator workforce

Criteria
meets criteria
Share the racial makeup of candidates attending in-state teacher preparation programs annually, included online in a dashboard, school report cards, or a state-developed report on the diversity of the educator workforce
State Actions

Louisiana posts program-level data on the racial makeup of candidates entering in-state teacher preparation programs on the state’s Louisiana Teacher Prep website. source: louisianateacherprep.com

Therefore, the state earned a green in this category. For another example of a state that earned a green, see North Carolina’s report cards. source: dpi.nc.gov

Rating Methodology:

Publicly available data on the racial makeup of candidates entering each in-state teacher preparation programs each year, located through a state report or program report cards on the state-led website
Publicly available data on website through links to the federal Title II reports and/or state-level diversity of candidates enrolled in teacher preparation programs
Racial makeup of candidates entering teacher preparation programs not publicly available at all

Criteria
meets criteria
Share the racial makeup of candidates completing in-state teacher preparation programs annually, included online in a dashboard, school report cards, or a state-developed report on the diversity of the educator workforce
State Actions

Louisiana posts program-level data on the racial makeup of candidates that complete in-state teacher preparation programs on the state website. source: louisianateacherprep.com

Therefore, the state earned a green in this category. For another example of a state that earned a green, see Tennessee’s publicly available dashboard of the number of racially diverse candidate completers at each educator preparation program. source: tn.gov documents/2019-educator-preparation-report-card/2019_Data_Download.xlsx

Rating Methodology:

Publicly available data on the racial makeup of candidates completing in-state teacher preparation programs by program-level each year, located through a state report or program report cards on the state-led website
Publicly available data on website with state-level diversity of candidates completing teacher preparation programs
Racial makeup of program completers at in-state teacher preparation programs not publicly available

Criteria
does not meet criteria
Publicly available persistence data disaggregated by race/ethnicity on teachers who remain in the profession
State Actions

Louisiana 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. source: data.delaware.gov

Rating Methodology:

Publicly available retention or turnover data disaggregated by race/ethnicity at the school-level
Publicly available retention or turnover data disaggregated by race/ethnicity at the state or district-level
No data available on retention or turnover by race/ethnicity

partially meets criteria

GOAL 2: Set clear goals at the state and district level to increase student access to strong and diverse educators

In order to create actionable goals to increase the racial diversity of the educator workforce, states must:

Criteria
partially meets criteria
Set a clear, numeric goal for increasing the racial diversity of the educator workforce that is measurable, publicly available, and includes an ultimate goal that is limited in time (e.g., within five years).
State Actions

Louisiana publicly set goals through CCSSO’s Diverse and Learner Ready Teachers Initiative but does not include them on their state website. source: usnews.com

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. source: dese.ade.arkansas.gov

Rating Methodology:

Has clear, numeric goal for increasing the racial diversity of the educator workforce that is measurable, publicly available, and includes a goal that is limited in time (e.g., increasing percentage of teachers of color by 25% in five years)
Has publicly stated a goal or desire to increase the diversity of the workforce, but the goal is not numeric, measurable, nor includes a goal that is limited in time
Has no publicly stated goal for increasing teacher diversity

Criteria
does not meet criteria
Offer opportunities to local stakeholders to provide input on and support for the goals
State Actions

Louisiana has not provided opportunities to the public to provide input and support on teacher diversity goals.

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.

Rating Methodology:

Makes 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
Offers public comment on legislation or policy changes related to efforts to increase the racial diversity of the educator workforce
Does not provide opportunities to local stakeholders to provide input and support for the goals

Criteria
does not meet criteria
Provide funding and guidance for districts and/ or educator preparation programs to set goals and invest in strategies to increase the racial diversity of their educator populations
State Actions

Louisiana releases funding guidance and opportunities for school systems to request funding to identify, recruit, and coach talent, especially in high-needs schools and high-needs content areas, and systems may use the funding to diversify the workforce. source: louisianabelieves.com

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).

Rating Methodology:

Provided guidance and funding in the last five years for districts and/or preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce
Provided guidance to districts and/or preparation programs in the last five years for setting goals and investing in strategies to increase the racial diversity of the workforce, but does not provide funding
No guidance or funding for districts and/or preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce

Criteria
meets criteria
Develop a task force, advisory group, or role within the state education agency with access to leadership to examine, create, and monitor strategies to increase the racial diversity of the educator workforce
State Actions

Louisiana has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state’s goals to increase the racial diversity of the workforce.

Therefore, the state earned a green in this category. For another example of a state that earned a green, see Ohio’s Diversifying the Education Profession in Ohio Taskforce brief from fall 2018. source: education.ohio.gov

Rating Methodology:

Publicly shared information about a task force or advisory group that created a report or brief that includes data and recommendations to increase the racial diversity of the workforce at the state-level
Publicly announced the formation of a group to examine or support educator diversity efforts at the state-level with no evidence of products that include data, recommendations, or state-level actions to address the racial diversity of the workforce
No publicly announced group to examine educator diversity

does not meet criteria

GOAL 3: Support preparation programs to recruit and prepare teachers of color

States 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.

In order to support the preparation of teachers of color, the state must:

Criteria
does not meet criteria
Invest in scholarship and loan forgiveness programs to attract students of color into preparation programs and the teaching profession
State Actions

Louisiana does not invest in scholarships and/or loan forgiveness programs to attract students of color into teacher preparation programs.

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. source: ffmt.org

Rating Methodology:

Investment in scholarship and/or loan forgiveness programs with the focus of attracting candidates of color and diversifying the educator workforce
Investment in scholarship and/or loan forgiveness programs that help attract all candidates to the profession but does not prioritize candidates of color
No investment in scholarship and loan forgiveness programs to recruit future candidates

Criteria
meets criteria
Adopt rigorous program approval standards to compel teacher preparation programs to recruit and graduate candidates of color
State Actions

Louisiana holds providers accountable to recruit and graduate candidates of color through the preparation program experience domain, which accounts for 50% of the overall accountability rating. The 2020 onsite review framework includes the quality of recruitment of selection domain, which includes measures around diversifying the workforce. source: louisianabelieves.com

Therefore, the state earned a green in this category. For another example of a state that earned a green, see Alabama’s program approval standards. source: alsde.edu

Rating Methodology:

Program approval standard requires programs to report plans or efforts to recruit and/or support candidates of color
Programs are required to share data on specific outcomes related to graduating and enrolling candidates of color but no requirement to share plans or efforts to intentionally recruit or graduate candidates of color
No mention of recruiting or graduating candidates of color from preparation programs

Criteria
does not meet criteria
Interrogate licensure policies for racial bias and adopt licensure policies that increase diversity while maintaining quality and rigor
State Actions

Louisiana did not interrogate licensure policies for ethno-racial bias.

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.

Rating Methodology:

Took concrete actions to change licensure policies to increase diversity, including eliminating assessments or other burdensome licensure requirements that disproportionally affect candidates of color
Stated the priority to interrogate licensure policies and took one or more the following actions: 1) Statutory mandates to report and continuously monitor trends on passage rates and how policies impact candidates of color; 2) Convened a set of practitioners to interrogate licensure policies for ethno-racial bias and issued recommendations for state action to remedy bias
No efforts to interrogate licensure policies for racial bias or adopt licensure policies that increase diversity while maintaining quality and rigor

Criteria
partially meets criteria
Invest in preparation programs that prepare a high number of teachers of color, including minority serving institutions
State Actions

Louisiana developed an HBCU advisory council in 2018 to strengthen the capacity of HBCUs to participate in workforce development activities and take advantage of state program opportunities. The state also received a federal grant for a partnership with Xavier University and alternate certification programs to prepare 900 diverse educators by 2020. source: regents.la.gov

However, 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 HBCUs that prepare teachers of color to work in STEM fields. source: virginiabusiness.com

Rating Methodology:

Investment in minority serving institutions or programs that are intentionally dedicated to recruiting and supporting candidates of color through grants or other funding sources dedicated to replicating and expanding their success in attracting and preparing candidates of color and diversifying the educator workforce
Guidance or recommendation to recruit from or develop partnerships with minority serving institutions
No intentional investment in MSIs or programs that prepare a disproportionate number of candidates of color

partially meets criteria

GOAL 4: Target resources to districts and schools to support efforts to intentionally recruit and hire a diverse teaching workforce

Many 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:

Criteria
partially meets criteria
Providing funding, guidance, and public support for Grow Your Own (GYO) programs that attract candidates of color
State Actions

Louisiana provides funding for paraprofessionals to pursue a teaching degree in the state. source: legis.la.gov

However, the state should invest in Grow Your Own (GYO) programs and ensure that districts have strategic approaches to building and supporting these programs. For an example, see Texas’ Grow Your Own grant program. source: tea.texas.gov

Rating Methodology:

Includes developing and expanding GYO programming as a priority through a change to state education agency or state-level legislation, funds GYO programming from the state level, and provides state-led guidance on developing GYO programming
Positive policy conditions to encourage districts/preparation programs to develop GYO programming (e.g., providing scholarships or stipends to paraprofessionals to complete licensure requirements to become teachers); or provides guidance or encouragement through their SEA website to create GYO programs
No state support for GYO programs

Criteria
does not meet criteria
Investing in and providing guidance on cultural competence and anti-bias trainings and resources for hiring managers
State Actions

Louisiana does not invest in or provide guidance on cultural competence and anti-bias professional development for hiring managers in the state.

Therefore, the state earned a red in this category.

Rating Methodology:

Provides professional develop and training on cultural competence and/or anti-bias practices for hiring managers at the state level to increase the racial diversity of the workforce
Provides resources for hiring managers at the state and district level to help increase the racial diversity of the workforce
No evidence of investment in resources or trainings on cultural competence and/or anti-bias practices for hiring managers at the state level to increase the racial diversity of the workforce

Criteria
meets criteria
Investing in teacher academies and dual enrollment programming to promote the teaching professional to a racially diverse student population
State Actions

Louisiana partners with the Educators Rising Louisiana chapter to work with local schools to build a pipeline of local educators with a specific focus on increasing the racial diversity of the educator workforce. The SEA also approved the Pre-Educator Pathway in 2019 to support high school students in pursuing a career in education. source: louisianabelieves.com

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. source: oregon.gov

Rating Methodology:

Investment in teacher academies and dual-enrollment programming with the focus on attracting candidates of color and diversifying the educator workforce
Investment in teacher academies and/or dual-enrollment programming that help all candidates to the profession but does not prioritize candidates of color
No investment in teacher academies and dual-enrollment programming to recruit future candidates

Criteria
partially meets criteria
Investing in partnerships between districts and teacher preparation programs, particularly programs with a diverse candidate population, to ensure targeted hiring
State Actions

Louisiana releases funding guidance and opportunities for school systems to request funding to support talent management programming and must identify and partner with teacher preparation programs to meet at least three of their educator workforce needs. source: louisianabelieves.com

However, the state should invest in partnerships between districts and teacher preparation programs with the focus of attracting candidates of color to diversify the educator workforce. For an example, see New York’s Teacher Diversity Pipeline Pilot program that funds partnerships between districts, preparation programs, and other entities to assist teacher aides and teaching assistants in obtaining teacher certifications. source: p12.nysed.gov

Rating Methodology:

Investment in partnerships between districts and teacher preparation programs, particularly minority-serving institutions, with the focus of attracting candidates of color and diversify the educator workforce
Investment in partnerships between districts and teacher preparation programs that help attract all candidates to the profession but does not prioritize candidates of color
No investment in partnerships between districts and teacher preparation programs to recruit future candidates

Criteria
does not meet criteria
Investing in diversifying the educator workforce in areas that influence hiring and recruitment decisions, including the education leaders at teacher preparation programs, district leadership, and school leadership
State Actions

Louisiana does not invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions.

The state should invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions, including the education leaders at teacher preparation programs, district leadership, and school leadership. For an example, see Massachusetts’ investment in diversifying the superintendent pipeline. source: doe.mass.edu

Rating Methodology:

Investment in programming that increases the diversity of the workforce in leadership positions like district leadership or school leadership through pipeline programs that target candidates of color
Providing opportunities to pipeline programming or ways to develop leadership qualities for all teachers but none that target or prioritize teachers of color
No targeted pipeline or leadership development opportunities

partially meets criteria

GOAL 5: Invest in efforts to retain teachers of color including improving working conditions and providing opportunities for personal and professional growth for teachers of color

While 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 impact teachers of color.

Strategies that states should take to retain teachers of color include:

Criteria
meets criteria
Investing in high-retention pathways to teaching, including residency models and alternative certification programs that traditionally support and develop teachers of color
State Actions

Louisiana created “Believe and Prepare,” where all teacher preparation programs include a yearlong residency alongside an expert mentor in partnership with LEAs across the state. source: louisianabelieves.com

Therefore, the state earned a green in this category. For another example of a state that earned a green, see Pennsylvania’s use of Title II, Part A funds to expand residency programs through the Innovative Teacher and Principal Residency Programs Grant. source: education.pa.gov

Rating Methodology:

State investment in residency programming including financial investment in programs at the preparation level; investment in alternative certification programming to recruit and support teachers of color
Flexible licensure requirements that provide the opportunity for alternative certification programs to recruit and prepare candidates of color or candidates from non-traditional pathways; guidance for running residency programs; and/or public support for residency programs locally
No investment or policy support for residency programming or alternative certification programming

Criteria
partially meets criteria
Investing in opportunities for teachers of color to grow and develop in their abilities and their qualification for leadership roles, including targeted professional development, cohort models, and continuing education opportunities
State Actions

Louisiana invests in multiple state-led teacher leadership development and leadership pipeline opportunities for current classroom teachers. source: louisianabelieves.com

However, 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. source: doe.mass.edu

Rating Methodology:

Professional development opportunities for teachers of color to grow leadership abilities and investing in pathways to leadership opportunities for teachers of color
Teacher leadership opportunities and/or opportunities to develop leadership qualities for all teachers but none that target or prioritize teachers of color
No targeted leadership development opportunities

Criteria
partially meets criteria
Investing in induction and mentoring programs that provide support to teachers of color early in their careers
State Actions

Louisiana state statute established a new teacher mentorship pilot program in which one school within each system will be selected to participate and in which new teachers and eligible mentor teachers at the school may select to participate.

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 Delaware’s four-year induction and mentoring program for new teachers. source: doe.k12.de.us

Rating Methodology:

Investment in induction programs that are at least two years and provide mentor support
Investment in induction programs that are less than two years with less than two years of mentoring
No induction programming or requirement for districts to provide induction programming for new teachers

Criteria
does not meet criteria
Investing in opportunities for teachers of color to grow and develop in their abilities and their qualification for leadership roles, including targeted professional development, cohort models, and continuing education opportunities
State Actions

Louisiana shows no evidence of meeting this standard.

Therefore, the state earned a red in this category.

Rating Methodology:

State-led professional learning sessions for district and school leaders
Guidance on ways to ensure cultural competence for district and school leaders
No evidence of programming or support in this space

APPENDIX

LOCAL EDUCATION AGENCY PARITY GAPS BETWEEN STUDENTS OF COLOR AND TEACHERS OF COLOR

LEA Name Classroom Teachers – FTE % Teachers of Color* % Students of Color** Gap
Claiborne Parish 100.48 18.9% 68.8% 49.8%
Lincoln Parish 442.92 11.5% 50.0% 38.5%
Union Parish 144.82 19.0% 56.6% 37.6%
Natchitoches Parish 361.22 22.9% 60.4% 37.6%
St. James Parish 285.44 25.3% 62.9% 37.5%
St. Bernard Parish 515.65 8.1% 44.5% 36.4%
Red River Parish 107.19 27.2% 63.4% 36.2%
Richland Parish 183.72 19.9% 55.9% 36.0%
Pointe Coupee Parish 188.30 26.9% 62.7% 35.8%
City of Monroe School District 584.68 49.6% 85.1% 35.5%
Zachary Community School District 358.77 18.4% 53.0% 34.6%
Rapides Parish 1607.95 12.1% 46.4% 34.2%
City of Bogalusa School District 131.96 35.9% 69.9% 34.1%
Caddo Parish 2183.17 33.3% 67.3% 34.0%
West Baton Rouge Parish 327.59 22.6% 56.5% 33.8%
Jefferson Parish 3336.20 34.3% 67.1% 32.8%
Assumption Parish 208.00 13.9% 46.5% 32.6%
Lafayette Parish 1891.22 17.8% 48.2% 30.4%
Avoyelles Parish 268.53 16.8% 47.1% 30.4%
Bossier Parish 1486.00 7.8% 37.9% 30.1%
St. Mary Parish 549.34 20.7% 50.6% 29.8%
Iberville Parish 364.47 40.6% 69.8% 29.2%
Orleans – ALL 3281.06 58.2% 87.2% 29.0%
Winn Parish 147.78 9.0% 36.9% 28.0%
Tangipahoa Parish 1328.60 25.2% 52.5% 27.3%
St. Martin Parish 475.25 20.3% 47.5% 27.2%
Evangeline Parish 363.28 13.2% 38.9% 25.8%
St. Landry Parish 966.99 34.1% 59.8% 25.7%
Franklin Parish 229.49 28.0% 53.6% 25.6%
East Baton Rouge – ALL 3864.46 52.9% 78.5% 25.6%
St. Charles Parish 793.06 15.8% 41.3% 25.5%
Ouachita Parish 1218.43 12.3% 37.6% 25.3%
Ascension Parish 1490.45 14.8% 39.6% 24.8%
DeSoto Parish 337.54 21.4% 45.3% 23.9%
St. John the Baptist Parish 479.46 61.4% 85.1% 23.7%
Calcasieu Parish 2445.98 14.8% 38.3% 23.5%
Washington Parish 346.61 8.9% 32.1% 23.2%
Iberia Parish 872.81 26.0% 47.9% 21.8%
Lafourche Parish 876.97 5.6% 27.3% 21.7%
Terrebonne Parish 1064.54 13.9% 35.6% 21.7%
Webster Parish 366.63 21.6% 42.9% 21.3%
East Carroll Parish 60.52 78.5% 99.6% 21.1%
Catahoula Parish 87.75 18.0% 38.7% 20.8%
Morehouse Parish 268.87 45.1% 65.8% 20.7%
Sabine Parish 291.96 6.8% 26.0% 19.3%
Acadia Parish 579.20 9.0% 28.2% 19.2%
West Feliciana Parish 189.07 21.0% 40.0% 19.1%
Madison Parish 63.85 74.5% 93.4% 18.9%
West Carroll Parish 129.32 2.3% 21.1% 18.8%
St. Tammany Parish 2674.44 8.3% 26.1% 17.8%
Vermilion Parish 649.56 5.7% 23.4% 17.8%
Central Community School District 303.90 5.9% 22.9% 17.0%
Concordia Parish 253.02 35.3% 51.3% 16.0%
Jefferson Davis Parish 355.85 6.8% 22.7% 15.9%
Jackson Parish 154.05 18.8% 34.7% 15.9%
Vernon Parish 565.74 7.8% 23.5% 15.7%
Allen Parish 339.33 5.5% 21.1% 15.7%
Plaquemines Parish 229.27 20.0% 35.5% 15.5%
St. Helena Parish 82.57 77.9% 91.5% 13.6%
Livingston Parish 1597.30 2.8% 16.0% 13.2%
Caldwell Parish 145.34 7.6% 20.2% 12.7%
Beauregard Parish 392.73 5.1% 16.4% 11.3%
Grant Parish 213.49 2.0% 12.6% 10.7%
City of Baker School District 94.70 87.0% 96.2% 9.2%
East Feliciana Parish 128.85 51.5% 60.5% 9.1%
Bienville Parish 204.57 39.0% 47.6% 8.7%
LaSalle Parish 179.00 2.6% 10.4% 7.7%
Cameron Parish 143.10 3.5% 7.2% 3.7%
Tensas Parish 34.39 91.2% 87.8% -3.4%
STATEWIDE TOTALS 47937.41 25.2% 50.6% 25.4%

*Full-time equivalent K-12 teachers who identify as Black or Latino ** K-12 students who identify as Black or Latino