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ERIC Number: ED650835
Record Type: Non-Journal
Publication Date: 2024-Apr
Pages: 53
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Disparate Pathways: Understanding Racial Disparities in Teaching. EdWorkingPaper No. 24-945
David Blazar; Ramon Goings; Max Anthenelli; Seth Gershenson; Wenjing Gao
Annenberg Institute for School Reform at Brown University
Mounting evidence supporting the advantages of a diverse teacher workforce prompts policymakers to scrutinize existing recruitment pathways. Following four cohorts of Maryland public high-school students over 12 years reveals several insights. Early barriers require timely interventions, aiding students of color in achieving educational milestones that are prerequisites for teacher candidacy (high school graduation, college enrollment). While alternative pathways that bypass traditional undergraduate teacher preparation may help, current approaches still show persistent racial disparities. Data simulations underscore the need for race-conscious policies specifically targeting or differentially benefiting students of color, as race-neutral strategies have minimal impact. Ultimately, multiple race-conscious policy solutions addressing various educational milestones must demonstrate significant effects--approximately 30% increases--to reshape the teacher workforce to align with student body demographics.
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: Maryland
IES Funded: Yes
Grant or Contract Numbers: R305A210031