Carver-Thomas, D. (2018). Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color. Learning Policy Institute.
This research review analyzes studies on the recruitment and retention of teachers of color in order to examine the current state of teachers of color in the workforce; understand the factors that affect their recruitment, hiring, and retention; and highlight opportunities for policymakers to grow a stable workforce of teachers of color in their districts and states. The first section of this paper, Racial and Ethnic Diversity in the Teacher Workforce Today, includes a description of the proportion and growth of teachers of color in the workforce based on several national data sources and an analysis of the most recent nationally representative datasets from the U.S. Department of Education Schools and Staffing Survey (SASS) 2011-12 and the SASS Teacher Follow-up Survey (TFS) 2013-14. This section also summarizes recent literature regarding the value to students of a racially diverse teacher workforce, followed by a discussion of the significant role teacher retention plays in shortages of teachers of color. The second section of this paper, Barriers to Recruiting and Retaining Teachers of Color, summarizes the most recent literature on factors affecting the recruitment, hiring, and retention of teachers of color. Included within this discussion is enrollment in and completion of high-quality TPPs, school closure and turnaround policies, and teaching conditions. Finally, the last section of this paper, Promising Practices, examines the evidence for promising practices aimed at overcoming the common barriers to recruiting, hiring, and retaining teachers of color identified in section two. These practices include funding high-retention pathways into teaching, such as teacher residencies, Grow Your Own programs, and college mentoring and support programs; creating proactive hiring and induction strategies; and improving school teaching conditions through improved school leadership. [For the research brief, see ED606432.]