Recruitment & Retention: Educators of color
Quantitative and qualitative research has shown that all students benefit from exposure to diverse teachers. The outcomes for students of color who learn from educators of color have been found to include higher reading and math test scores, higher graduation rates, lower dropout and discipline rates, and higher enrollment in advanced courses.[1] A more diverse teacher workforce also has positive impacts for students of all races.[2] This brief shares insights about the
recruitment and retention of teachers of color that were reported
in the 2016-17 Induction and Mentoring survey.
In Massachusetts public schools, students of color made up 38.7
percent of the 2016-17 student body, while 8 percent of teachers
were people of color.[3] People of color also comprise about 8
percent of Massachusetts bachelor’s-degree-holders. However,
recent data suggests the state’s population of bachelor’s-degree-
holders is diversifying more quickly than the pool of new teachers.[4]
Benefits for students and the low rate of existing teachers of color
motivate districts to increase workforce diversity. Districts indicated
in the 2016-17 Induction and Mentoring Report whether they had
specific recruitment and retention strategies.
About half of responding districts reported one or more strategies. Level 3, 4 and 5 districts were more likely than Level 1 and 2 districts to report strategies for recruitment and retention of educators of color–and to have higher proportions of students of color. One district noted that it experienced limited success with each strategy, and thus employed a range of recruitment and retention strategies.
Educator pipeline partnerships can help to place educator candidates in a district early and often, thus aiding educator readiness and recruitment. Districts of diverse sizes and locations reported that relationships with preparation programs are productive for recruiting educators of color. Respondents mentioned the benefit of open communication with preparation programs. For example, Milton’s cultural competency committee and UMass Boston are working on a partnership to place teacher candidates in Milton schools, with the aim of recruiting more diverse teachers.
“Grow your own”[5] programs support paraprofessionals in gaining teacher licensure. Because paraprofessionals often come from the same communities and speak the same languages as their students, “growing your own” can help diversify the workforce. Through its Urban Teacher Pathways program Holyoke has partnered with Mount Holyoke College and supported paraprofessionals in gaining special education or English as a Second Language licenses. School districts in southeast regional Gateway Cities and institutes of higher education in the CONNECT Partnership consortium are developing a “grow your own” project with a focus on recruitment and retention of educators of color.
Some “grow your own” programs start with recruiting high school students to pursue teaching. Several Massachusetts districts participate in Today’s Students Tomorrow’s Leaders, which focuses on current high school and college students.
Several respondents reported success in finding diverse educators through career fairs. The New England Minority Network and Greater Boston School Human Resources Network offer career fairs targeted to recruiting educators of color.
Districts of diverse types and sizes comprise the Massachusetts Partnership for Diversity in Education, which focuses on recruitment of educators of color and on educator cultural competency.
Aside from existing networks, district leaders can develop or leverage groups within the district to promote retention of educators of color. For example, Amherst has a cabinet for faculty of color, which increased a sense of community and appreciation for faculty of color.
[1] Egalite, A.J., Kisida, B., and Winters, M.A. (2015) Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45: 44-52.; Holt, S.B. and Gershenson, S. (2015). The Impact of Teacher Demographic Representation on Student Attendance and Suspensions. IZA Discussion Paper No. 9554.; Villegas, A.M. and Irvine, J.J. (2010). Diversifying the Teaching Force: An Examination of Major Arguments. Urban Review, 42: 175-192.
[2] Villegas, A.M. and Irvine, J.J. (2010).
[3] MA ESE. 2016-17 Race/Ethnicity and Gender Staffing Report by Full-Time Equivalents. http://profiles.doe.mass.edu/state_report/teacherbyracegender.aspx; MA ESE. Massachusetts Enrollment Data 2016-17. School and District Profiles. http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=00000000&orgtypecode=0&
[4] National Center for Education Statistics (2017). The Integrated Postsecondary Education Data System; Educator Licensure and Renewal Data
[5] Additional guidance and resources are available from sources such as the State of Washington Professional Educator Standards Board and Grow Your Own Illinois.