gates foundation teacher diversity paper

7/24/2019 Gates Foundation Teacher Diversity Paper

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Diversifying the Educator Workforce Task Force DRAFT as of November 2015

1

DIVERSIFYING THE

EDUCATOR

WORKFORCE DRAFT

WORKING PAPER

NOVEMBER 2015

ABSTRACTThis re!r"#

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The teacher workforce in Washington State is 91 Caucasian co!"ared to an #$

nationa% average& Washington's student "o"u%ation is steadi%y growing !ore diverse

at ($ students of co%or) on "ace with the nationa% average of (*& The state's+is"anic,-atino "o"u%ation has dou.%ed in the "ast decade& According to the Centerfor A!erican /rogress' Teacher Diversity 0nde) which !easures the "ercentage

"oint di2erence .etween teachers of co%or and students of co%or) Washington ranked

$1st&

3This skewed racia% re"resentation !eans that !ost "u.%ic schoo% teachers co!e

fro! signi4cant%y di2erent cu%tures than their students and that as a grou") they

en5oy unacknow%edged "rivi%eges denied to !any of their students&61

0n res"onse to the growing .ody of %iterature showing that students of a%% races

.ene4t fro! e"osure to educators of diverse races .ackgrounds and ethnicities)

the /7W Education /athways Tea! seeks to i!"rove the diversity of theWashington teacher workforce .y ea!ining state and nationa% ee!"%ars in .oth

teacher "re"aration and district "rogra!s to identify "otentia% %evers to "ro!ote

sustaina.%e i!"rove!ent of the diversity of candidates who can "rovide high 8ua%ity:1; instruction&

Washington State current%y addresses the diversity ga" in its teacher workforce

through a series of %i!ited initiatives that inc%ude scho%arshi"s such as the r.an Teacher Residency and Bur%ington:

Edison's -atinos in Action& But these "rogra!s are s!a%% sca%e and insucient to

grow the nu!.er of diverse teachers needed) es"ecia%%y in districts where !orethan * of students are students of co%or& f the a""roi!ate%y ;)** new

teachers certi4ed in ;*1$:1() on%y ;# were teachers of co%or& For "ur"oses of this"a"er) 3teachers of co%or6 refers to teachers who "ro"ortionate%y reect student

de!ogra"hics with +is"anic .eing the highest needG& The initia% goa% is to increase

the share of teachers of co%or to $* .y ;*$* in se%ected regions in WashingtonState;) and to retain those sa!e teachers in the "rofession for !ore than 4ve years)

throughH

Advocating for de4ned career "athways and higher teacher sa%aries in ear%ycareerI

+igh%ighting .est "ractices in schoo% district recruit!ent) !entoring) andretention .y .ui%ding "i"e%ines of current students and co!!unity residentsof co%orI

1+inchey) /&+& ;**#G& Beco!ing A Critica% Educator& /age $ 7ew ?ork 7?H /eter -ang

;We have a%so %ooked at an o"tion of 1 statewide which we wi%% "ose to our advisory grou"&

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Deve%o"ing .etter su""ort for current teachers of co%or to succeed in thec%assroo! and as %eaders in the .ui%dingI

E"anding current "rogra!s that su""ort the cha%%enges and o""ortunities of.eing a "erson of co%or in teacher "re" cohorts in a schoo% .ui%dingI

Su""orting traditiona% and a%ternative teacher "re" "rogra!s that are

considered a "restigious award si!i%ar to the


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>niversity teacher "re"aration "rogra!s have strugg%ed with recruiting andretaining candidates of co%or for a variety reasons) inc%udingH 1G %ack of "otentia%students who see teaching as a via.%e careerI ;G cha%%enging or cu%tura%%y .iasedski%%s tests for ad!issionI and $G insucient 4nancia% aid&

Fewer candidates of co%or in teacher "re" "rogra!s !eans fewer candidates for

districts to hire) co!"ounded .y %ack of 8ua%i4ed diverse candidates %iving in or neartheir district& Teachers of co%or recruited into districts fro! out of state are %ess%ike%y to stay for a variety of reasons inc%uding they desire to return to their ho!estate or co!!unity and they 4nd the district working conditions cha%%enging withtoo few teachers who %ook %ike the!&

Rese$r,h >i"er$"8re Re.ie4

To %earn !ore) the foundation co!!issioned the Center for Education) Data LResearch CEDRG to conduct a %iterature review seeking evidence on whetherdiversifying the teacher work force has a "ositive i!"act on student achieve!ent in

the :1; syste!&

The review found that a racia%,ethnic !atch .etween teacher andstudent has a "ositive e2ect) .ecauseH 1G students of co%or .ene4t fro! seeing adu%tro%e !ode%s in a "osition of authorityI ;G teachers of co%or are !ore %ike%y to havehigh e"ectations for students of co%orI and $G racia%,ethnic !atch !ini!i=esdis"arities that !ay occur .ecause of di2erent cu%tura% instructiona% sty%es orinter"retations of students' .ehavior&

+owever) the actua% i!"act on student achieve!ent !easured through test scoreswhi%e signi4cant is s!a%% de"ending on the studyM& Teaching 8ua%ity continues to .ethe strongest varia.%e in "redicting student achieve!ent on test scores&

The CEDR "a"er data shows e2ect on student "erfor!ance in !ath and reading

.ased on the %iterature of teacher characteristics .y ea!ining the nationa% .%ack:white achieve!ent ga" in reading and !ath for (thand #thgraders see Figures 1and ; in A""endi BG& Achieve!ent ga"s were ca%cu%ated fro! ;*1;:1$


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See A""endi C for Esti!ated E2ect of Teacher Characteristics on StudentAchieve!ent for !ore detai%&

The CEDR "a"er#a%so foundH 3there is a signi4cant %iterature that argues that a!atch .etween the race,ethnicity of teachers and students %eads to .etter studentoutco!es) "articu%ar%y in high:"overty environ!ents with signi4cant at:risk student

"o"u%ations C%ewe%% L @i%%egas) 199#I Di%worth) 199*I Fordha! L g.u) 19#I0ngerso%% L


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!onitor %earning and "rovide feed.ack) .e%ieve a%% students can reach the successcriteria) and inuence a wide range of student outco!es such as staying in schoo%)

dee"en %earning) encourage risks and deve%o" a sense of the!se%ves& So whi%e

these are i!"ortant attitudes for a%% teachers) we wou%d sur!ise that teacher ofco%or can serve as strong ro%e !ode%s to their students of si!i%ar .ackgrounds when

they have these characteristics&

B8i&-i%) $ Di.erse E-8,$"!r W!r67!r,e

The Center for Education) Data and Research CEDRG1was a%so co!!issioned toea!ine educator and student diversity ga"s and historica% trends& They found thatWashington State schoo% districts with a few !inor ece"tionsG have a teacherworkforce that is %ess diverse than their student "o"u%ation See A""endi D andFigure $ .e%owG&

Fi)8re @= State:-eve% /ercentages of 7on:White Students and 7on:White Teachers) ;*11Q1; Schoo%?ear) CEDR ;*1

1Educator and Student Diversity in Washington StateH Ja"s and +istorica% Trends& Jo%dha.er) riegand Theo.a%d& Center for Education) Data L Research& ;*1


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E"%oring trends .etween diversity of the student .ody and %ack of diversity of theteaching workforce fro! 19##:;*1(1, CEDR found that teacher diversity over ;years has not ke"t u" with the change in student de!ogra"hics& There was a 1increase in B%ack) -atino and 7ative A!erican Studentsdescri.ed asunderre"resented !inority students >R


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Fi)8re 5= +istorica% Trends in State:-eve% Disaggregated /ercentages of >R< Teachers and >Rr.an Residency or Western Washington>niversity's /ara"rofessiona% :# A%ternative Route /rogra!&

+owever) a%% teaching candidates are re8uired to register for and successfu%%y "ass

the WEST:B Basic Ski%%s Test and WEST:E Content now%edge Assess!ent& Bi%ingua%

candidates are a%%owed etended ti!e acco!!odations for the WEST:B and WEST:E

.y re8uest on%y& So!e candidates interviewed in the 4e%d were not aware of this

acco!!odation& They !entioned the dicu%ty in ter!s of ti!e that it took the! toco!"%ete the test&

0n ;*1;:;*1$) African A!erican and +is"anic "ass rates were 9 and M#)res"ective%y) co!"ared to 9 for White students&

1;


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The Bi%% L


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The Bi%% L niversity's +>1* /rogra!

has .een the !ost successfu% in ter!s of "roducing high nu!.ers of candidates ofco%or) .ut has !any of the sa!e .arriers to entry that !ake the "rogra! dicu%t for

%ow:inco!e candidates& Western Washington >niversity has a "rogra! that caters to

"ara"rofessiona%s who a%ready have e"erience in education) .ut has had 4nancia%

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http://data.pesb.wa.gov/productionhttp://data.pesb.wa.gov/productionhttp://data.pesb.wa.gov/productionhttp://data.pesb.wa.gov/production


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The Bi%% L nfortunate%y the nu!.er in the ;*1 cohort and

$(The "rogra! was origina%%y su""orted .y the Rockefe%%er Brothers Foundation and was transferredto the Woodrow Wi%son Foundation in ;**9&

1


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The Bi%% L $r)e N83ers !7 Di.erse Te$,hersNee-e-0n "rogra!s such as the Seatt%e Schoo% District Teacher Residency) sti"ends aregreat incentives a%though %ess than when tuition was a%so coveredG .ut they do not"rovide a sustaina.%e and sca%a.%e growth !ode% without high 4nancia% in"ut to

su""ort the re%ative%y %ow out"ut of teacher candidates& Whi%e this !ay work as ashort ter! strategy to attract diverse candidates) the end resu%t is that thecandidates nationa%%y were found not stay in the c%assroo! .eyond severa% years&

There have .een a nu!.er of scho%arshi" "rogra!s that run for a.out 1*:;* years).ut after a whi%e the "riorities change for the foundations and they sto" su""ortingthe!&


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The Bi%% L tah "ri!ari%y .ut Bur%ington Edison Schoo% District has a"rogra!G) niversity and South Caro%ina Cadet /rogra!"rovide ea!"%es of "i"e%ine "rogra!s& The new nationa% Educator Rising /rogra!is creating state cha"ters to focus on this issue a%though they do not have anec%usive focus on diversity& 0n addition "ara"rofessiona%s need c%ear career %addersin districts to enter the teaching workforce) si!i%ar to our "ro"osed /7W Ear%y-earning strategy for chi%d care "roviders&

O.er,!i%) "he E-8,$"!r S"i)$?oung "eo"%e of co%or and fro! high "overty .ackgrounds who are co%%ege ready)are often uninterested in teaching as a career due to their own negative schoo%inge"erience and the "ros"ects of entering a "rofession where the .eginning teachersa%aries are %ow&

The!r' !7 Ch$%)e; Pr!!se- O8",!es $%-Re,!e%-$"i!%s

The!r' !7 Ch$%)e

We "osit that increasing the "ercent of high 8ua%ity teachers of co%or to $* .y;*$* in se%ected regions to serve as ro%e !ode%s and deve%o" a rigorous) re%evant

and cu%tura%%y res"onsive "edagogy that wi%% u%ti!ate%y .ui%d the connections with

students of co%or increasing student attendance) "ositive schoo% cu%ture and student

achieve!ent& A%% students .ene4t fro! having diverse ro%e !ode%s& Be%ow is ourTheory of Change


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The Bi%% L "date(M

Successes inc%udeH of the (9 students in the "rogra! fro! ;*11 through ;*1$) 9;of student graduates fro! the 4rst ; cohorts '*#:*9 and '*9:1*G have .een tracked)of which 9 ;M studentsG are current%y enro%%ed in higher education institutions are enro%%ed in ;:year co!!unity co%%eges and ( in (:yearco%%eges,universitiesG& 0n addition) on:ti!e graduation rates have .een .etween 9$and 1**& Cha%%enges inc%ude a change in "rogra!!atic %eadershi" which i!"actedthe 8ua%ity of the "rogra!&

(atinos in Action- )urlington-#dison 'igh School

-atinos in Action's -0AG) .ased in >tah) has 1** "rogra!s inc%uding one in theBur%ington: Edison schoo% district& The "rogra!'s ai!s are to e!"ower -atino youththrough cu%ture) service) %eadershi" and education for the "ur"ose of graduatingfro! co%%ege&(#Enro%%!ent has .een re%ative%y steady over the course of its :yearhistory) trending around ;* "artici"ants 9 5uniors) 1* seniorsG& The "artici"ant"o"u%ation is 1** -atino and tends to .e .i%ingua% or tri%ingua%& ver the "ast years) the "rogra! has "roduced on:ti!e graduation candidates a.out 9* of theti!e) and the !a5ority of students attend co%%ege on scho%arshi"& Students aregroo!ed to .e educators) .ut a%so advocates for -atino educationa% and socia%

(M/rofessiona% Educator Stands Board ;*1$G& Recruiting Washington Teachers Jrant Study ;*1;:;*1$ /rogra! year >"date) "";$:;(& Retrieved fro! htt"H,,www&"es.&wa&gov,"es.:"rogra!s,grant:"rogra!s,rwt

(#/rofessiona% Educator Standards Board Washington ;*1$G& Recruiting Washington Teachers&Retrieved fro! htt"H,,"athway&"es.&wa&gov,recruiting:washington:teachers

;


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The Bi%% L niversity of Washington is the seventh %argest contri.utor to Teach for

A!erica& Strong focus on race and "overty issues in co!!unity that teachers wi%%

serve inI anity grou"s for teachers of co%or&E"erience as a teacher is i!!ediate) a%ong with one year certi4cation

"rogra! through the >niversity of Washington Acce%erated Certi4cation forTeachers >:ActG

Ch$&&e%)es i%,&8-e# strong resistance .y the union to TFA cor"s !e!.ers and

Seatt%e /u.%ic Schoo%s dec%ined to "artici"ate after three years&

The Seattle Teacher Residenc

The STR seeks to "rovide 8ua%ity educators in high need co!!unities)"redo!inant%y co!!unities of co%or in the Road


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The Bi%% L W's education scho%arshi" o2erings&Due to "rogra! co!!it!ents) residents are discouraged fro! "ursuing secondary

5o.s and) as a resu%t) re%y on %oans to su""%e!ent the sti"end and su""ort

the!se%ves during their residency& 0n addition to retaining 8ua%ity teachers) a .ene4tto "ro!oting a :year co!!it!ent to teaching in a high need content area in anunderre"resented schoo% is that it a%%ows residents to 8ua%ify for student %oanforgiveness of u" to U)*** for e%e!entary endorsed residents and u" to U1M)**for s"ecia% education endorsed educators&

FundingSTR current%y has an o"erating .udget of U1&< through "u.%ic and "rivate funding&

?1 and ?; of the "rogra! was funded through "hi%anthro"y) the current year is.eing funded through a !i of sources& 0n its ince"tion) a :year "%an was deve%o"edwith the schoo% district to take on a %arger 4nancia% .urden for the "rogra! with aforecasted $$ s"%it .y the three funding sources for sustaina.i%ity& Co!ing out of

its second year) with a cohort of $; candidates) $$ !entors) at a""roi!ate%y U("er resident s"ending& The :year goa% of the STR is that the ;*1M:;*1# cohortinc%ude a""roi!ate%y * residents) with greater retention& To .e sustaina.%e) theresidency wou%d need to an annua% .udget of U;< whi%e achieving its goa% of aneven s"%it of $$ fro! its three funding sources& The idea% cohort si=e wou%d .e 1**residents as a !ini!u! with the retention rate !irroring the >TR>'s retentionrecord of # retention of residents at $ years and .eyond&

5; 55H Cost "er fe%%ow 1;500H Sti"end

@;500H


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The Bi%% L 1*::a uni8ue "artnershi" .etween ESD 1*) +eritage >niversity) and sevenschoo% districts in the ?aki!a @a%%eyis a residency:.ased teacher "re"aration"rogra! trains candidates to .eco!e teachers in three graduate studentsG to four

se!esters undergraduate studentsG& Working in tea!s of four) candidates are"%aced in a %oca% e%e!entary or !idd%e schoo% as fu%%:ti!e "racticing teachers)


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The Bi%% L 1* "rogra!I and) turnover in +eritage >niversity Co%%ege of

Education %eadershi" has %ed to so!e 8uestion a.out whether the "rogra! wi%%

continue&

Pr!)r$ C!s"s#

Annua% Budget 1=1M/er /u"i% S"ending "ro5ected for 1;*candidatesG

;200

Tuition Costs @0K) traditiona% FAFSA su""ort&Financia% Assistance Students receive U;* in

scho%arshi"s,grants,%oans

Western Washington %niversit

0n an atte!"t to foster a !ore diverse teacher candidate "i"e%ine) WesternWashington >niversity is targeting two "o"u%ations) high schoo% students and

"ara"rofessiona%s&

Parapro&essionals *"nstructional Assistants+: Alternate Route 4-5 ,

#((/)ilingual

A""roved in ;*1; and esta.%ished in ;*1$) this was the 4rst cohort of Western's

/athways to Teaching /TTGH A%ternative Route to Certi4cation /rogra!& 0t was

designed to su""ort working "araeducators to .eco!e certi4ed in E%e!entaryEducation :#G with an E--,Bi%ingua% Endorse!ent) whi%e candidates continued to

$(


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The Bi%% L used tuition to "%ug the su""%e!entary funding for ?1 and ?; with U1*)M*

and U1;1)(1) res"ective%y& Current%y the "rogra! is su""orting their 4rst cohort of1 students though they initia%%y started with 1 candidates) and * are "eo"%e of

co%or see Ae%-i: =

Annua% Budget Pr!Je,"e-# 2;5

2@1;1@0 A?;*1(G) 2;2

A?;*1G/er /u"i% S"ending @;0

Financia% Assistance 500toward candidate tuition&


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The Bi%% L niversity in South Caro%ina started the Ca%%


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gates foundation teacher diversity paper

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