Super excited that our book on teacher diversity, w @DrMikeHansen & @Dr_ConstanceL will be published by @Harvard_Ed_Pub in Feb 2021. It’s available for pre-order now !! so claim your copies today: hepg.org/hep-home/books…
The book's premise is that newish causal evidence, along with older qualitative evidence, on the benefits of same-race teachers points to teacher race as an important but often overlooked policy lever. 2/
In other words: ***Teacher diversity is teacher quality*** and should be treated as such in teacher recruitment, assignment, and retention policy. Many states and districts have started to take diversity seriously, though not enough strategic policy guidance in this space. 3/
Achieving a truly representative teaching force is admittedly a long-term goal. Representation gaps between white and nonwhite tchrs currently stand at ~30 %points (for context, check out the most recent national data from @EdNCES: nces.ed.gov/datapoints/202…). 4/
But this is no excuse to sit on our heels: we should strategically create broad access to existing teachers of color, and ensure that all teachers are equipped to effectively educate increasingly diverse classrooms. 5/
Our book provides an evidence-based review of the policies that can effectively leverage the knowledge that teacher diversity matters for policymakers at all levels (local, state, national), across school contexts, and over various time horizons. 6/
The introductory chapter provides an overview of longstanding achievement gaps and their consequences. It also presents our central thesis: mounting evidence that same-race teachers improve student outcomes should inform teacher policy. 7/
Chapter 1 reviews the causal evidence of the many benefits of race-matching. We focus mostly on K-12 settings, but also discuss evidence from college, law school, medicine, NBA referees, and policing. 8/
Chapter 2 discusses evidence on the different reasons that same-race teachers matter, including: teachers’ expectations and biases, cultural competency and teaching practices, and role-modeling. 9/
*** An important point from Ch 2: teacher diversity is good for all students, not just students of color! 10/
Ch 3 shows how the lack of teacher diversity is rooted in historical exclusions of nonwhite groups from public schools—including Native Amer, Latino, Asian & Black. /11a
Chp 3 also discusses the unintended consequences of the Brown v. Board decision and the subsequent use of testing to exclude Blacks from the teaching force in Southern states. 11b/
Ch 4 examines the teacher pipeline, focusing on where and why teachers of color are marginalized and lost along the way (e.g., @bakerdphd 's @AeraOpen paper). A variety of education policies contribute to these “leakages” 12/
Ch 5 presents the case for taking teacher race seriously as a policy lever. We discuss the legal issues of using race in employment policy and argue for a coalition between teacher quality and teacher diversity camps. 13/
Ch 6 reviews current policies and puts forward bold ideas on how we can advance teacher diversity and promote equal access to teachers of color. Bottom line: there are many actions that we can take today to start making a difference. 14/
** one set of immediate policy actions we discuss is (re)training current teachers of all backgrounds to ensure that they’re effective educators of ALL students 15/
Ch 7 concludes with a discussion of broad principles to create diverse and inclusive school environments and prodivde recommendations to various constituency groups, from federal policymakers to school leaders, teacher training programs to education researchers 16/
Curious? Excited? Pre-order now to ensure you and yours get your copy of 2021’s hottest new read (great holiday gift for the #edpolicy wonk in your life) 17/17 hepg.org/hep-home/books…
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