Educator Diversity State Profile: Pennsylvania
Pennsylvania Demographic Data (2018-19)
Student Data Source: The Education Trust’s analysis of 2018-19 data from the Common Core of Data.
Teacher Data Source: State data
Race/ethnicity | Students | Teachers2 |
Asian | 4.1% | 0.7% |
Black | 14.5% | 3.8% |
Latino | 12.1% | 1.1% |
Multiracial | 4.1% | 0.7% |
American Indian / Alaska Native | 0.1% | 0.1% |
Native Hawaiian / Pacific Islander | 0.1% | 0.0% |
White | 64.9% | 93.6% |
Total Percentage of People of Color | 35.1% | 6.4% |
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 | 53.0% |
Percentage of All Students in Schools with No Teachers of Color | 43.3% |
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 | 25.5% | 12.3% | 23.6% | 35.9% | * | * | 55.4% |
Percent of students attending schools with no same-race teachers | 54.1% | 18.2% | 42.6% | 82.2% | * | * | 0.2% |
Percent of students attending schools with <5% same-race teachers | 6.7% | 60.3% | 19.1% | 2.9% | * | * | 99.7% |
Percent of teachers working in schools with no other same-race teacher | 43.6% | 8.1% | 31.5% | 24.1% | 97.5% | 92.3% | 0.0% |
*Too few students or teachers |
Access to Non-Novice Teachers in Pennsylvania
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 Pennsylvania:
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 | 16% | 6% | |||||
Percent First-Year Teachers | 7% | 3% |
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 | 12% | 7% | |||||
Percent First-Year Teachers | 6% | 4% |
Disparities between Black and Non-Black Students | |||||||
Black Students | Non-Black Students | ||||||
Percent of Students in schools with High (>20%) percentages of Novice Teachers | 30% | 7% | |||||
Percent of Students in schools with High (>20%) percentages of Uncertified Teachers | 17% | 1% |
Disparities between Latino and Non-Latino Students | |||||||
Latino Students | Non-Latino Students | ||||||
Percent of Students in schools with High (>20%) percentages of Novice Teachers | 20% | 9% | |||||
Percent of Students in schools with High (>20%) percentages of Uncertified Teachers | 5% | 3% |
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 ONE OR NO 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: |
Pennsylvania does not have publicly available persistence data disaggregated by race/ethnicity on teachers who remain in the profession.
However, in June 2022, the Pennsylvania Department of Education will release its Educator Workforce Strategy, which includes provisions to make disaggregated data publicly available and disseminated on a routine basis.
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 .
MEETS SOME OF THE REQUIREMENTS
2: Set clear goals at the state and district level to increase student access to diverse educators |
Pennsylvania publicly set goals through CCSSO’s Diverse and Learner Ready Teachers Initiative.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Arkansas’ goal to increase the number of minority teachers in public schools by 25% in 2025.
Pennsylvania’s ARP ESSER State Plan encourages local education agencies (LEAs) to use their federal funds to advance strategies that prioritize the recruitment of teachers and educators of color; identify, coach, and mentor students of color to consider entering the teaching profession; expand LEA-provided employer benefits to include the development of loan-forgiveness programs for educators and provide financial incentives during recruitment, hiring, and promotion to educators to improve employment and retention; and create mentorship programs where seasoned educators mentor and support new educators.
However, the state should pair guidance with state 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 with LEAs.
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Pennsylvania will release its Educator Workforce Strategy in summer 2022, which includes provisions for partners to publicly provide input into a broad range of activities, including the setting of 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.
Pennsylvania has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on the 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.
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: |
Pennsylvania does not have 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.
Pennsylvania does not have any program approval standards that compel programs to recruit and graduate candidates of color.
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 .
Pennsylvania adopted alternatives to meeting the Basic Skills Assessment. During the COVID-19 pandemic, the Basic Skills Assessment was suspended via Act 136 of 2020.
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.
Pennsylvania funded Cheyney University and other programs that have a base of candidates of color to support the building of pipelines into the profession for candidates of color.
However, the state should invest in more 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.
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: |
Pennsylvania invested in the Aspiring to Educate program to provide multiple pathways to high school students, adults, paraprofessionals, and college students to become teachers and includes financial supports for the preparation of the aspiring teachers.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Texas’ Grow Your Own grant program .
Pennsylvania passed regulations governing educator certification in April 2022, which enables the Pennsylvania Department of Education to develop culturally responsive and sustaining education competencies and require their inclusion in educator preparation programs, induction, and continuing professional development for current and future educators.
Pennsylvania also has an Equity and Inclusion Toolkit for schools and provides targeted professional development for school administrators that promotes equity in leadership and the educator pipeline.
Therefore, the state earned a green in this category.
Pennsylvania included a “Youth Pathway for Aspiring Educators” as part of its Aspiring to Educate program to give juniors in high schools a path into a partnering institution of higher education as part of a dual-enrollment program with upwards of 30 credits available.
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.
Pennsylvania invested in the Aspiring to Educate program to provide multiple pathways to high school students, adults, paraprofessionals, and college students to become teachers which includes a $500K investment in partnerships between districts and teacher preparation programs.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see New York’s Teacher Diversity Pipeline Pilot program , which funds partnerships between districts, preparation programs, and other entities to assist teacher aides and teaching assistants in obtaining teacher certifications.
Pennsylvania requires preparation programs to share a synopsis of its efforts to recruit, hire, and retain a diverse faculty. Regulations require providers have a formal and active plan to diversify faculty.
However, 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.
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: |
Pennsylvania uses Title II, Part A funds to expand residency programs through the Innovative Teacher and Principal Residency Programs Grant.
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 to recruit, develop support systems for, provide outreach and communication strategies to, and retain a diverse teacher workforce.
Pennsylvania invests in the PAsmart STEM and Computer Science Education Grant Program , which provides state funding to school entities for professional development and to build and diversify the educator pipeline in these high-need areas. In June 2022, an additional $1 million of state PAsmart funds went to supporting the next Aspiring to Educate pilot with a focus on diversifying the STEM teacher pipeline.
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.
Pennsylvania provides a two-year induction and mentoring program for new teachers, effective April 2022.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Minnesota’s $6 million investment in 2022 and 2023 for districts to develop mentorship programs that prioritize teachers of color.
Pennsylvania passed regulations governing educator certification on April 2022, which enables the Pennsylvania Department of Education to develop culturally responsive and sustaining education competencies and require their inclusion in educator preparation programs, induction, and continuing professional development for current and future educators.
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 Pennsylvania state ARP plan, the SEA wrote that it encourages LEAs to use their federal funds to advance strategies that prioritize the recruitment of teachers and educators of color; identify, coach, and mentor students of color to consider entering the teaching profession; expand LEA-provided employer benefits to include the development of loan-forgiveness programs for educators and provide financial incentives during recruitment, hiring, and promotion to educators.
No other investments to note or the state education agency did not respond to questions about investments.
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
- Pennsylvania invested in the Aspiring to Educate program to provide multiple pathways to high school students, adults, paraprofessionals,
Investment in partnerships between districts and teacher preparation programs, particularly minority serving institutions, to ensure targeted hiring
- Pennsylvania invested in the Aspiring to Educate program to provide multiple pathways to high school students, adults, paraprofessionals, and college students to become teachers which includes a $500K investment in partnerships between districts and teacher preparation programs.
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
- Pennsylvania 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
- • Pennsylvania does not have any program approval standards that compel programs to recruit and graduate candidates of color.