More than 60 years after the ruling in "Brown v. Board of Education" was handed down, its promise remains unfulfilled. In many respects, America's public schools continue to be "separate and unequal." Indeed, the growing re-segregation of American schools by race and ethnicity, compounded by economic class segregation, has become the dominant trend in American education. Recent research documenting this growing school segregation has received some public attention (though arguably less than such a weighty matter should command). Comparatively little attention has been paid to an important related issue, however--the state of racial and ethnic diversity in America's teaching force. For the general public, basic facts about teacher diversity remain inaccessible and even somewhat mysterious. This report was undertaken to draw attention to this issue and provide a factual basis for public discussion and further research. The following topics are discussed in this report: (1) The Evidence on Teacher Diversity; (2) What Do the National Data Tell Us About Minority Teacher Shortages? (Richard Ingersoll); (3) Teacher Diversity In Nine American Cities (Boston, Chicago, Cleveland, Los Angeles, New Orleans, New York, Philadelphia, San Francisco and Washington, D.C.); (4) Recruitment and Retention Programs That Promote Teacher Diversity; and (5) Policy Recommendations. The following data appendices are included: (1) Acquisition of Teacher-Level Data; and (2) Other Data Sources.