Educator Diversity State Profile: Louisiana
Louisiana Demographic Data (2018-19)
Student Data Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), 2017-18.
Teacher Data Source: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), 2017-18.
| Race/ethnicity | Students | Teachers2 | Paraprofessionals3 |
| Asian | 1.6% | 0.9% | 1% |
| Black | 42.9% | 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% | 0.1% | 0% |
| White | 43.9% | 73% | 51% |
| Total Percentage of People of Color | 54.5% | 26.1% | 48% |
1.The data was pulled from K-12 public and charter schools in the state, [2. K-12 classroom teacher full-time equivalents, 3. Paraprofessional full-time equivalents
4. 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% |
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 https://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 | * | 1.7% | 4.2% | * | * | * | 49.2% |
| Percent of students attending schools with no same-race teachers | * | 3% | 37% | * | * | * | 0.0% |
| Percent of students attending schools with <5% same-race teachers | * | 90.6% | 25.9% | * | * | * | 100% |
| Percent of teachers working in schools with no other same-race teacher | 38.6% | 1.3% | 28% | 46% | 65.5% | 81.5% | 0.0% |
| *Too few students or teachers | |||||||
Access to Non-Novice Teachers in Louisiana
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.
Here is the state of Black and Latino student access to non-novice and certified teachers in Louisiana:
| 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 | 23% | 11% | |||||
| Percent First-Year Teachers | 12% | 4% | |||||
| 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 | 15% | 20% | |||||
| Percent First-Year Teachers | 9% | 8% | |||||
| Disparities between Black and Non-Black Students | |||||||
| Black Students | Non-Black Students | ||||||
| Percent of Students in schools with High (>20%) percentages of Novice Teachers | 33% | 18% | |||||
| Percent of Students in schools with High (>20%) percentages of Uncertified Teachers | 34% | 14% | |||||
| Disparities between Latino and Non-Latino Students | |||||||
| Latino Students | Non-Latino Students | ||||||
| Percent of Students in schools with High (>20%) percentages of Novice Teachers | 30% | 24% | |||||
| Percent of Students in schools with High (>20%) percentages of Uncertified Teachers | 21% | 23% | |||||
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
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
Goals
- Make educator diversity data visible and actionable to stakeholders
- Set clear goals at the state and district level to increase student access to diverse educators
- Invest in educator preparation programs to increase enrollment and improve the preparation of teachers of color
- Target resources to districts and schools to support efforts that intentionally recruit and hire a diverse teaching workforce
- Invest in efforts to retain teachers of color that improve working conditions and provide opportunities for personal and professional growth
- Use federal COVID-related relief funds to invest in strategies that increase the racial diversity of the educator workforce
|
MEETS ALL OR MOST 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: |
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 .
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MEETS SOME OF THE REQUIREMENTS
2: Set clear goals at the state and district level to increase student access to diverse educators |
Louisiana publicly set goals through CCSSO’s Diverse and Learner Ready Teachers Initiative but does not include them on their state website.
However, the state should create a clear, numeric goal that is measurable, limited in time, and publicly available. For an example, see Arkansas’ goal to increase the number of minority teachers in public schools by 25% in 2025.
Louisiana conducted a listening tour with the new superintendent on the educator workforce to provide an opportunity to share the priorities and focus areas — one being recruiting and retaining a diverse, highly effective workforce. The state recruitment recovery and retention task force has also reviewed data and heard from stakeholders about recommendations to improve educator diversity.
Therefore, the state received a green rating.
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.
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).
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.
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MEETS ONE OR NO 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: |
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.
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 has measures around diversifying the workforce.
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.
Louisiana has not interrogated 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.
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 alternative certification programs to prepare 900 diverse educators by 2020.
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.
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MEETS SOME 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: |
Louisiana provides funding for paraprofessionals to pursue a teaching degree in the state.
However, the state should invest in 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.
Louisiana provides content on cultural competence at the Recruitment and Retention Fellowship for HR leaders, content through the Aspiring Principals Fellowship, and support and training for schools labeled Urgent Intervention Required for Discipline.
Therefore, the state earned a green in this category.
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.
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.
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.
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.
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.
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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: |
Louisiana created “Believe and Prepare,” an initiative in which all teacher preparation programs include a yearlong residency alongside an expert mentor in partnership with LEAs across the state.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see California’s investment in residency programs that recruit, develop support systems for, provide outreach and communication strategies to recruit and retain a diverse teacher workforce.
Louisiana invests in multiple state-led teacher leadership development and leadership pipeline opportunities for current classroom teachers.
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.
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 Minnesota’s $6 million investment in 2022 and 2023 for districts to develop mentorship programs that prioritize teachers of color.
Louisiana hosted sessions on cultural competence and anti-bias at its annual Teacher Leader Summit and provides support and training for schools labeled Urgent Intervention Required for Discipline on cultural competence and anti-bias instruction.
Therefore, the state earned a green 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 Louisiana state ARP plan, the SEA wrote that it plans to use ARP funds to support the Louisiana pre-educator pathway. In 2020-2021, the state provided funding to support school systems in piloting Grow Your Own programs. The state also provides feedback to teacher preparation programs through the preparation provider accountability system.
Louisiana used $1.19 million in ESSER funding from all three rounds to support the Louisiana Pre-Educator Pathways, which aims to recruit and retain teachers of color. LEAs in the state also used a total of $241,000 in tuition assistance for paraprofessionals enrolled in educator preparation programs, and $340,000 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:
1. Allocate resources to establish and strengthen recruitment relationships between nontraditional teacher preparation programs and after-school/OST service providers.
State Actions:
Provide funding, guidance, and support for Grow Your Own (GYO) programs, which traditionally attract candidates of color
- Louisiana provides funding for paraprofessionals to pursue a teaching degree in the state.·Investment in partnerships between districts and teacher preparation programs, particularly minority-serving institutions, to ensure targeted hiring
Investment in partnerships between districts and teacher preparation programs, particularly minority serving institutions, to ensure targeted hiring
- 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.
2. Increase investments in scholarships, loan forgiveness opportunities, and tuition reimbursements for teacher candidates with after-school/OST experience, with a particular focus on candidates of color and participants in
GYO programs.
State Actions:
Investment in scholarship and loan forgiveness programs to attract students of color into teacher preparation programs
- Louisiana does not invest in scholarships and/or loan forgiveness programs to attract students of color into teacher preparation programs.
3. Adopt statewide guidelines and invest in supports for nontraditional teacher preparation pathways that include teacher licensure test preparation, and at least one year of mentor teacher support and coaching before
participants enter the classroom as teachers of record.
State Actions:
Adopted rigorous program approval standards for teacher preparation programs to recruit and graduate candidates
- 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 has the quality of recruitment of selection domain, which includes measures around diversifying the workforce.