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October 1, 2015

Diversifying the teaching force

We know many of the qualities that define “good” teachers: subject matter knowledge, credentials, experience, and impact on learning. But according to a growing body of research, this list is incomplete without also assuring the teaching staff resembles the demographic make up of the students they serve. Let’s just say, we have a long way to go.

Our current public-school enrollment is very close to being majority-minority. In 2011-12, 51 percent of public K-12 students were white down from 59 percent 10 years before. In contrast, 82 percent of their teachers were white (see chart). In American cities, where students of color comprise a two-thirds majority, 71 percent of their teachers were white.  A full three-quarters were female.


Across the country, districts are facing teacher shortages, especially in key areas like special education and mathematics. The additional effort to increase the diversity of their staff may seem like making an already difficult job even harder. In its recent report on the subject, the Albert Shanker Institute acknowledged as much, stating that “our first priority must be to ensure that every student has the benefit of being taught by skilled, knowledgeable and caring teachers – of whatever race and ethnicity.” Nonetheless, they further maintain that diversity “should be a factor, and an important one at that.” This is especially so for the education of minority students.

Among the reasons cited by the Shanker Institute authors is that teachers who share a cultural experience with their students are better able to motivate and inspire them, and are less likely to “confuse cultural difference with cultural or intellectual disadvantage.”  The authors also refer to research suggesting that a demographic match between teachers and students improves students’ academic performance.

Evidence for this latter statement received a big boost earlier this year by researchers Anna Egalite, Brain Kisida and Marcus Winters who analyzed the relationship of what they call “own-race teachers” to student achievement. The authors had access to a huge database enabling them to link 92,000 Florida teachers to 3 million students over a seven year period. They tracked the performance of individual students while in classrooms with different teachers by race and ethnicity over several grades, and compared the impact of same-race to different-race assignments. In this way they have produced perhaps the most rigorous study to date of the effect of minority teachers on minority student achievement.

Here’s what they found: students perform higher in math and reading when they are assigned to teachers of the same race. The overall results are small, but statistically significant. There are differences by race, however. The performance of black, white and Asian students were significantly positive in math, but the effects were highest for black and Asian students.

Hispanic students were the exception. For this group of students, having an Hispanic teacher actually produced a negative effect. The researchers conjectured that this finding could be due to limitations in the data. They explain, the Florida Hispanic population is quite large and culturally diverse, including self-described Caribbeans, Mexicans, Central and South Americans. Grouping them into one ethnicity could therefore be masking important differences among them.

As virtually every researcher does, Egalite and her team call for more research to better understand the relationship between teachers and students by race. But for us lay people, the evidence is pretty clear that school districts should pay attention to recruiting a teaching force that is demographically representative of the community alongside their professional qualities.


Filed under: Achievement Gaps,Demographics,teachers — Tags: , — Patte Barth @ 12:42 pm

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