One third of all New York schools had no Black or Latino teachers in the 2015-16 school year, according to data released by Ed Trust-New York.
“As a result, more than 115,000 Latino and Black students were enrolled in a school without a single full-time same race/ethnicity teacher.”
In a new release from EdTrust-New York, The Educator Diversity Playbook, advocates present five practical and powerful steps to help school district leaders improve diversity, equity, and inclusion in their schools.
While advocates say there is much work to be done across New York, they also point to bright spots that show what’s possible when school districts take intentional steps. The Educator Diversity Playbook lays out five steps for district leaders.
- Engage school boards
- Use data
- Work conditions
For each step, the playbook provides rationale, research, a district checklist, indicators to track, and examples of the strategy in action.
Bringing a new angle to the conversation, The Thomas B. Fordham Institute recently released, “Student-Teacher Race Match in Charter and Traditional Public Schools.” The report examines how student and teacher diversity differs from charters to traditional public schools. The research yielded five key findings based on data on third through fifth grade North Carolina students from 2006-2013:
- Traditional public schools and charter schools serve the same proportion of black students, but charter schools have about 35 percent more black teachers.
- Black students in charter schools are about 50 percent more likely to have a black teacher than their traditional public school counterparts, but white students are equally likely to have a white teacher across the two sectors.
- Race-match effects are nearly twice as large in the charter school sector as in traditional public schools, though these differences are statistically insignificant, likely due to small sample sizes.
- In charter schools, race-match effects are twice as large for nonwhite as for white students, while no such difference exists in traditional public schools.
- Race-match effects are relatively constant across school locales, enrollments, and compositions.
Interested in connecting with leaders from Ed Trust-New York or the Thomas B. Fordham Institute about the strategy behind this research? Reach out for a connection.