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ABSTRACT
This report:
analyzes
Washington
States teacher
diversity gap
the differential
in demographics
between the K12 teacher
workforce and
student
population;
examines
exemplar
teacher prep
programs and
districts; and,
identifies
potential levers
for action to
increase the
percentage of
teachers of
color in K-12
classrooms.
DIVERSIFYING THE
EDUCATOR
WORKFORCE DRAFT
WORKING PAPER
NOVEMBER 2015
Gates Team:
Hassan Brown,
Edie Harding,
LiLi Liu, Telca
Porras, &
Heather Rogers
The Bill &
Melinda Gates
Foundation
Executive Summary
The teacher workforce in Washington State is 91% Caucasian compared to an 83%
national average. Washingtons student population is steadily growing more diverse
at 43% students of color, on pace with the national average of 40%. The states
Hispanic/Latino population has doubled in the past decade. According to the Center
for American Progress Teacher Diversity Index, which measures the percentage
point difference between teachers of color and students of color, Washington ranked
31st.
This skewed racial representation means that most public school teachers come
from significantly different cultures than their students and that as a group, they
enjoy unacknowledged privileges denied to many of their students. 1
In response to the growing body of literature showing that students of all races
benefit from exposure to educators of diverse races backgrounds and ethnicities,
the PNW Education Pathways Team seeks to improve the diversity of the
Washington teacher workforce by examining state and national exemplars in both
teacher preparation and district programs to identify potential levers to promote
sustainable improvement of the diversity of candidates who can provide high quality
K-12 instruction.
Washington State currently addresses the diversity gap in its teacher workforce
through a series of limited initiatives that include scholarships such as the Martinez
Foundation, alternative route programs such as Heritage University in Yakima and
Western Washington University in the Skagit Valley, and district grow your own
programs like the Seattle Public Schools Urban Teacher Residency and BurlingtonEdisons Latinos in Action. But these programs are small scale and insufficient to
grow the number of diverse teachers needed, especially in districts where more
than 50% of students are students of color. Of the approximately 2,500 new
teachers certified in 2013-14, only 286 were teachers of color. For purposes of this
paper, teachers of color refers to teachers who proportionately reflect student
demographics (with Hispanic being the highest need). The initial goal is to increase
the share of teachers of color to 30% by 2030 in selected regions in Washington
State2, and to retain those same teachers in the profession for more than five years,
through:
Advocating for defined career pathways and higher teacher salaries in early
career;
Highlighting best practices in school district recruitment, mentoring, and
retention by building pipelines of current students and community residents
of color;
1 Hinchey, P.H. (2008). Becoming A Critical Educator. Page 3 New York NY: Peter Lang
2 We have also looked at an option of 15% statewide which we will pose to our advisory group.
2
3 The child care workforce pathway to teaching would be connected to our Early Learning strategy
work.
http://www.metproject.org/downloads/MET_Ensuring_Fair_and_Reliable_Measures_Practitioner_Brief.pdf
Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Projects
Three Year Study. Bill & Melinda Gates Foundation 2013
5 The Theoretical and Empirical Arguments for Diversifying the Teacher Workforce: A review of the
Evidence. Goldhaber, Theobald, and Tien. Center for Education, Data & Research. Internal working
paper 2015
6 Ibid 2. Ibid 2.
7 Effect size ranges from .01 to .13 for reading and 0.0 to 0.12 for math depending
on the study identified in CEDR review. See Appendix C for details.
4
10 Racial and ethnic student achievement gaps represent a major concern for education policy (Lee &
Burkam, 2002) due to mounting evidence that these gaps impact wage and wealth gaps (Card, 1999),
persist into higher education (Arcidiacono et al., 2012), and have remained significant over the last 30
years (Lee, 2002).
11 Who Believes in Me? The Effective of Student-Teacher Demographic Match on Teacher Expectations
by Gershenson, Holt and Papageorge. Upjohn Institute working paper 2015.
http://www.metproject.org/downloads/MET_Ensuring_Fair_and_Reliable_Measures_Practitioner_Brief.pdf
Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Projects
Three Year Study. Bill & Melinda Gates Foundation 2013
monitor learning and provide feedback, believe all students can reach the success
criteria, and influence a wide range of student outcomes such as staying in school,
deepen learning, encourage risks and develop a sense of themselves. So while
these are important attitudes for all teachers, we would surmise that teacher of
color can serve as strong role models to their students of similar backgrounds when
they have these characteristics.
Figure 3. State-Level Percentages of Non-White Students and Non-White Teachers, 201112 School
Year, CEDR 2015
15 Educator and Student Diversity in Washington State: Gaps and Historical Trends. Goldhaber, Krieg
and Theobald. Center for Education, Data & Research. 2015
Exploring trends between diversity of the student body and lack of diversity of the
teaching workforce from 1988-201416, CEDR found that teacher diversity over 25
years has not kept up with the change in student demographics. There was a 16%
increase in Black, Latino and Native American Studentsdescribed as
underrepresented minority students (URM) while the percent of Black, Latino and
Native American teachers has grown by a mere 2% (Figure 4).
Figure 4. Historical Trends in State-Level Percentages of URM Teachers and URM Students, CEDR 2015
The largest increase has been in Hispanic students, which in turn shows a larger gap
between Hispanic students and Hispanic teachers. The gaps for Blacks and Native
American students and teachers have remained relatively constant (Figure 5). 17
16 See https://nces.ed.gov/ccd/pubschuniv.asp
17 Educator and Student Diversity in Washington State: Gaps and Historical Trends. Goldhaber, Krieg
and Theobald. Center for Education, Data & Research. 2015 p 7-9.
Figure 5. Historical Trends in State-Level Disaggregated Percentages of URM Teachers and URM
Students, CEDR 2015
Hiring rates of Hispanic teachers outpace attrition rates (Figure 5) but have largely
cancelled each other out for Black and Native American teachers, which means that
these groups percentages of the workforce has not changed much over the past 25
years (Figure 6). The solid fill shows periods in which the percentage of hired
teachers in that group was higher than the percentage of departing teachers, while
a dashed fill represents the opposite.
Figure 6. Historical Trends in State-Level Teacher Hiring and Attrition Rates by URM Category, CEDR
2015
233,616
21.7%
16,221
1.5%
Asian
77,421
7.2%
48,248
4.5%
10,680
1.0%
612,625
57.0%
76,274
7.1%
White
Two or More Races
Total
1,075,107
The largest diversity gap is in ESD 105 (Yakima) where teachers of color make up
16% and students of color are 68% of the population, and in the Road Map Project
Region in South King County, where teachers of color are 16% and students of color
are 69% of the population. Some school districts in the Road Map Region have a gap
greater than these averages.
Washington State Teacher and Student Population 2013-14
% Teachers of
% Students of Color
Color
Nationally
17%
41%
Washington
9%
43%
By Educational Service District19
5%
21%
16%
68%
6%
28%
5%
7%
31%
32%
12%
47%
18 ttp://reportcard.ospi.k12.wa.us/summary.aspx?
groupLevel=District&schoolId=1&reportLevel=State&year=2014-15
19 The Stellar Group (2014). Washington Student and Teachers Report: Classroom Teacher &Student
Demographics in Washington State . Highline figures revised per Highline School District conversation
2015
Auburn
Kent
Tukwila
Federal Way
Highline
Renton
South Seattle
47%
7%
50%
6%
35%
16%
69%
9%
12%
24%
17%
12%
16%
20%
52%
62%
86%
67%
76%
72%
81%
Washingtons student population is growing more diverse each year, but classroom
teachers are still predominantly Caucasian and female. Only 9% of the teachers in
Washington are teachers of color compared with a student population that is 41%
students of color. Every state has a teacher diversity gap, but a 2008 report by
the National Center for Education Statistics, School and Staffing Survey placed
Washington State at 31 out of 50 on its State Teacher Diversity Index 20.
22 Best Practices & Successful Programs Improving Recruitment and Retention of Underrepresented
Populations (2014)
10
24 Ibid, pg 9.
25 Ibid, pg. 10
26 Pathways to becoming a Teacher in Washington (2014). Best Practices & Successful Programs.
Retrieved from http://pathway.pesb.wa.gov/recruitment
11
12
27 Center for American Progress. Teacher Diversity Matters: A State by State Analysis of Teachers of
Color, pp.5 (2011). Retrieved from
https://www.americanprogress.org/issues/education/report/2011/11/09/10657/teacher-diversitymatters/
28 Ibid pg 6.
29 Knocking on the Door to the Teaching Profession? Modeling the Entry of Prospective Teachers into
the Workforce. Goldhaber, Krieg and Theobald. Center for Education, Data & Research. Economics of
Education Review (2014)
30 Ibid 106-114.
31 http://data.pesb.wa.gov/production
13
15
36 High schools were located in Seattle, Highline, Tacoma, Yakima, and Spokane
16
Findings
Washington States Student Population Demographics Are Rapidly Shifting
but Teachers of Color Remain Low
Forty-three percent of our Washington State students are of non-White race or
ethnicity in 2014. The largest percent 22% is Hispanic/Latino. In the last decade, the
Hispanic/Latino population has doubled in size in Washington. While the percent of
Hispanic/Latino teachers has increased more than other teachers of color, they are
still a small number. Largest gaps between proportions of students and teachers of
color are in ESD 105 (Yakima and Kittitas County area) as well as the Road Map
Project in ESD 121 (South King County area). More emphasis must be placed on
teacher preparation programs that target Hispanics as well as other potential
teachers of color. There are a number of paraprofessionals currently in classrooms
who would benefit from such a program and who are more likely to remain in their
communities to teach after completion of their degree. Heritage and Western
Washington University provide strong potential models.
Research on the Impact of Teachers of Color is Most Promising for the Role
of Mentor
The Center for Education Data & Research (CEDR) paper 39 found that there is a
significant literature that argues that a match between the race/ethnicity of
teachers and students leads to better student outcomes, particularly in high-poverty
environments with significant at-risk student populations. While the impact on
student achievement as measured by test scores in small (effect size ranging from .
01 to .11), the impact on students from non-test-related role modeling effects are
potentially quite important such as subjective assessments and disciplinary actions
by teachers. In addition an earlier paper from CEDR found that non-white teacher
student candidates were less likely to be employed all else equal regardless of
which of the six Washington State teacher prep programs studied, particularly in the
38 College Success Foundation: Washington State Achievers Annual Report, 2012. Cohort comparison
by OSPI.
39 The Theoretical and Empirical Arguments for Diversifying the Teacher Workforce: A review of the
Evidence. Goldhaber, Theobald, and Tien. Center for Education, Data & Research. Internal working
paper 2015 page 1
18
http://www.metproject.org/downloads/MET_Ensuring_Fair_and_Reliable_Measures_Practitioner_Brief.pdf
Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Projects
Three Year Study. Bill & Melinda Gates Foundation 2013
19
44 The State of Teacher Diversity in American Education. Albert Shanker Institute Fall 2015
20
21
22
Advocating for higher early career teacher salaries and defined career
pathways.
Highlighting best practices in school district recruitment, mentoring, and
retention through building pipelines of current students and community
residents of color who have an interest in teaching as well as develop ways to
support current teachers of color to succeed in the classroom and as leaders in
the building.
Supporting navigation assistance for cohorts of college students using the
current programs in Washington that build on cohorts that support the
challenges and opportunities of being a person of color in a teacher prep
program and school building.
Supporting teacher prep traditional and alternative programs through
scholarships for paraprofessionals, child care educators 45, and high school
direct college students that are considered a prestigious award similar to the
Martinez Scholarships or Gates Millennium Scholars.
Developing middle and high school student pipeline programs that give dual
high school/college credit to high school students
45 The child care workforce pathway to teaching would be connected to our Early Learning strategy
work.
23
24
Successes include: of the 49 students in the program from 2011 through 2013, 92%
of student graduates from the first 2 cohorts (08-09 and 09-10) have been tracked,
of which 96% (27 students) are currently enrolled in higher education institutions
(55% are enrolled in 2-year community colleges and 45% in 4-year
colleges/universities). In addition, on-time graduation rates have been between 93%
and 100%. Challenges include a change in programmatic leadership which impacted
the quality of the program.
Latinos in Action- Burlington-Edison High School
Latinos in Actions (LIA), based in Utah, has 100 programs including one in the
Burlington- Edison school district. The programs aims are to empower Latino youth
through culture, service, leadership and education for the purpose of graduating
from college.48 Enrollment has been relatively steady over the course of its 6-year
history, trending around 20 participants (9 juniors, 10 seniors). The participant
population is 100% Latino and tends to be bilingual or trilingual. Over the past 6
years, the program has produced on-time graduation candidates about 90% of the
time, and the majority of students attend college on scholarship. Students are
groomed to be educators, but also advocates for Latino educational and social
47 Professional Educator Stands Board (2013). Recruiting Washington Teachers Grant Study 20122013 Program year Update, pp23-24. Retrieved from http://www.pesb.wa.gov/pesb-programs/grantprograms/rwt
25
2009-2010
22
(4 juniors, 18
seniors)
2012-2013
19
(9 juniors, 10
seniors)
2014
27
Revenue Streams
28
75% of incoming TFA teachers identify as people of color or come from low
income background.
The University of Washington is the seventh largest contributor to Teach for
America.
Strong focus on race and poverty issues in community that teachers will
serve in; affinity groups for teachers of color.
Experience as a teacher is immediate, along with one year certification
program through the University of Washington Accelerated Certification for
Teachers (U-Act)
Challenges include: strong resistance by the union to TFA corps members and
Seattle Public Schools declined to participate after three years.
The Seattle Teacher Residency
The STR seeks to provide quality educators in high need communities,
predominantly communities of color in the Road Map District. To be considered,
candidates must hold an undergraduate degree. Successful completion of the
program provides a masters degree in education from the University of
Washington, along with a teaching credential. Residents must successfully pass
their masters coursework and pass the WEST-B in addition to completing their
residency year and summer training (14 months).
Recruitment and Retention
Seattle Teacher Residency Cohort Three Recruiting Report 4/10/2015
Cohort One
Cohort Two
Cohort Three
(2013-14)
(2014-15)
(2015-16)
Number of Residents 25 Gen Ed
25 Gen Ed, 7
25 Gen Ed, 8
SPED
SPED
*exact cohort
still being
determined
% Residents of
55%
32%
54% (offered)
Color
Candidate Aid
Paid tuition to
Stipend
Stipend, financial
UW and
planning
stipend
assistance
Source: Prepared by Christy Giles, STR Director of Admissions and Recruiting
The Seattle Teacher Residency currently has 1 cohort that has successfully
completed their residency year and currently are employed in Seattle Public
Schools. It is worth noting that the Urban Teacher Residency United (UTRU), the
umbrella organization for STR, has a national retention average of 86% at 3 years
and 85% at 5 years for its graduates. Currently, STRs founding cohort has a
retention rate of 70% with 53% of those graduates being people of color.
29
Coinciding with discontinuation of paid tuition, the Seattle Teacher Residency saw a
marked in applicants from diverse backgrounds. In response to the decline in
enrollment, recruiters sought non-traditional candidates in nontraditional
recruitment venues, like community centers. In addition to expanding their scope
with regard to candidate profile and candidate venues, the STR increased their
contact with diverse candidate populations, recognizing that many diverse
communities require high touch recruiting.
The Seattle Teacher Residency has adopted a message of transparency when
engaging prospective applicants about the financial responsibilities and rigor of the
program. Residents are not offered scholarships due to the high monetary value of
the stipend which surpasses the majority of UWs education scholarship offerings.
Due to program commitments, residents are discouraged from pursuing secondary
jobs and, as a result, rely on loans to supplement the stipend and support
themselves during their residency. In addition to retaining quality teachers, a benefit
to promoting a 5-year commitment to teaching in a high need content area in an
underrepresented school is that it allows residents to qualify for student loan
forgiveness of up to $5,000 for elementary endorsed residents and up to $17,500
for special education endorsed educators.
Funding
STR currently has an operating budget of $1.5M through public and private funding.
Y1 and Y2 of the program was funded through philanthropy, the current year is
being funded through a mix of sources. In its inception, a 5-year plan was developed
with the school district to take on a larger financial burden for the program with a
forecasted 33% split by the three funding sources for sustainability. Coming out of
its second year, with a cohort of 32 candidates, 33 mentors, at approximately $45K
per resident spending. The 5-year goal of the STR is that the 2017-2018 cohort
include approximately 60 residents, with greater retention. To be sustainable, the
residency would need to an annual budget of $2M while achieving its goal of an
even split of 33% from its three funding sources. The ideal cohort size would be 100
residents as a minimum with the retention rate mirroring the UTRUs retention
record of 85% retention of residents at 3 years and beyond.
$45, 455: Cost per fellow
Revenue Streams
$16,500: Stipend
$3,500: Mentor stipend
$25,455: Professional Dev, Health
Insurance (UW),Office Infrastructure
Districts: 20% or $300K
Federal: 20% or 300K
Private: 60% or $900K
30
31
2010
16
100%
retained
2011
8
100%
retained
2012
15
100%
retained
2013
20
100%
retained
2014
23
100%
retained
2015
18
Though the Martinez Foundation supports a small cohort, its output is similar to that
of other programs. With a substantially smaller budget, the program is able to run
more effectively as they do not offer stipends or large scholarships but rather serve
as an added support for prospective teacher candidates at their respective postsecondary institutions. All fellows are interviewed for candidacy for the fellowship
through their partner institutions, who promote the program to their education
majors of color. The interview is highly qualitative and addresses a candidates
cultural sensitivity with the goal that fellows pledge to teach three years in
Washington in a diverse school setting. Leadership believes the emphasis on
inclusion affects retention: Its all about providing candidates with a safe place to
grow. They often share that in their districts, they do not feel like they are being
included in discussions, but here, they know that they are being included. They are
surrounded by colleagues and peers that are 100% people of color.
Funding
Annual Budget
~$500K
49The Seattle Foundation and The Martinez Foundation (2015). At a Glance: The Martinez Foundation.
Retrieved from http://www.seattlefoundation.org/npos/Pages/TheMartinezFoundation.aspx?
bv=nposearch and The Martinez Foundation http://themartinezfoundation.org/our-partners/universitypartners-2/
32
Per Candidate
Spending
Program
Funding
Scholarships
Total budget last year was $480,000 which represents gifts from
private funders. There is no other revenue source except in kind
donations from private individuals and companies.
~$2500 (this model doesnt approach spending on a cost per
candidate approach but the proposed figure was an estimate
provided by Martinez Foundation Leadership.
100% privately funded. Operations, rental space and facilities
services are provided free of charge by Master Builders
Association of Seattle per board member donation. Agreement is
reviewed on an annual basis.
~$5,000 (varies based on need) but all candidates receive
FAFSA. University partner matches 1:1 minimum. The Martinez
selects fellows already enrolled as education majors at partner
institutions
$1.1M
~$9,200
$30K, traditional FAFSA support.
Students receive $20K in
scholarships/grants/loans
Projected: $287,445
$231,130
(AY2014),
$277,427
(AY2015)
$38,460
$8500 toward candidate tuition. Model
caters to working paras.
$960 test expenses
$5,000 release time for candidates to
teach
Benefits include: paras provide a wealth of soft skills experience that new teachers
tend to lack (i.e. cultural understanding and differentiation abilities);
35
50 Recruiting and Retaining Educators of Color Audra Wilson et al. Albert Shanker Institute July 2015.
36
37
39
62 The Theoretical and Empirical Arguments for Diversifying the Teacher Workforce: A review of the
Evidence. Goldhaber, Theobald, and Tien. Center for Education, Data & Research. Internal working
paper 2015.
63 The achievement gaps in Washington State are the authors calculations from the states
Measurements of Student Progress data in the 201213 school year, while the national achievement
gaps are from the 2013 National Assessment of Educational Progress.
64 The Theoretical and Empirical Arguments for Diversifying the Teacher Workforce: A review of the
Evidence. Goldhaber, Theobald, and Tien. Center for Education, Data & Research. Internal working
paper 2015 page 6 and pp 11-12 for charts.
43
44
45