Nearly every school district sets goals for achieving a strong, diverse teacher workforce—yet it’s often unclear how to go about that work. A new tool is now available from NCTQ that is designed to help districts identify sources of academically strong, diverse teacher candidates and better target recruitment efforts.
Despite a strong body of literature supporting the importance of both academic selectivity and teacher diversity, they’re often erroneously viewed as competing aims. NCTQ’s
Teacher Prep Review: Program Diversity and Admissions (2021) evaluated 1,256 undergraduate, graduate, and alternative certification teacher preparation programs, and identified 198 programs that are driving greater teacher diversity in their communities while also maintaining adequate admission standards—strong evidence that academic selectivity and diversity are not mutually exclusive.
NCTQ has created a tool to help school districts
explore the intersection of diversity and selectivity in each state and identify which programs have high academic standards and a diverse candidate pool.
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Answer these questions using our tool to explore options for recruiting strong, diverse candidates for your district:
- How are the programs that you currently partner with performing in recruiting strong, diverse candidates?
- What other teacher prep programs are contributing to the diversity of the teaching profession and maintaining high selectivity?
- Who could you invite to talk to your high school students about pursuing a career in teaching?
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It is well-known that a diverse teacher workforce benefits all students, particularly students of color. It is possible to measure real gains made by Black students who experience even just one Black teacher, in how much they learn1 and the rate at which they graduate, including from college.2 Concurrently, teachers who were strong students are more likely to be effective teachers. There is a substantial body of research that finds the academic aptitude of a teacher, measured in multiple ways, predicts future teacher effectiveness.3 Restricting enrollment into teacher preparation to the top-third of the college-going population is one of the primary mechanisms top-performing programs can use to embrace the important role of prospective teachers’ academic aptitude. |
Read more research and recommendations on the importance of program diversity and selectivity of admissions in NCTQ’s new report, Teacher Prep Review: Program Diversity and Admissions (2021).
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Endnotes
- Egalite, A., Kisida, B., & Winters, M. (2015). Representation in the Classroom: The Effect of Own-Race Teachers on Student Achievement. Economics on Education Review, 45, 44-52; Goldhaber, D., & Hansen, M. (2010). Race, Gender and Teacher Testing: How Informative a Tool is Teacher Licensure Testing and How does it Impact Student Achievement? American Educational Research Journal, 47(1), 218-51.; Dee, T.S. (2004). Teachers, Race, and Student Achievement in a Randomized Experiment. The Review of Economics and Statistics, 86(1), 195-210.
- Gershenson, S., Hart, C. M. D., Hyman, J., Lindsay, C., & Papageorge, N. W. (2018). The long-run impacts of same-race teachers (NBER Working Paper No. 25254). Retrieved from https://www.nber.org/papers/w25254.
- For research supporting greater selectivity for teacher preparation programs, see Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008). The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools. Journal of Policy Analysis and Management, 27(4), 793-818. Steele, J. L., Pepper, M. J., Springer, M., & Lockwood, J. R. (2015). The distribution and mobility of effective teachers: Evidence from a large, urban school district. Economics of Education Review, 48, 86-101. Lincove, J. A., Osborne, C., Mills, N., & Bellows, L. (2015). Teacher preparation for profit or prestige: Analysis of a diverse market for teacher preparation. Journal of Teacher Education, 66(5), 415-434. Henry, G. T. Bastian, K. C. & Smith, A. A. (2012). Scholarships to recruit the “Best and Brightest” into teaching: Who is recruited, where do they teach, how effective are they, and how long do they stay? Educational Researcher, 41(3), 83-92.