This report reviews and analyzes data and issues affecting the supply and demand for teachers in urban public schools for the past, present, and future. The demography of urban teachers does not match that of students. While students of color made up 74.7 percent of all students in the Great City Schools, teachers of color were only 37.9 percent of the total in 1990. Current trends suggest that the supply and diversity of urban teachers is threatened. The interest of youth of color in education has declined, as evidenced by a drop of 56 percent from 1976 to 1989 in the number of bachelor's degrees awarded in education to people of color. In 1990-91, central-city public schools had much more difficulty in filling their teacher vacancies than did suburban and large-town schools. In addition, the gap between higher teacher pay in cities and nationally has lessened, meaning that there is less financial incentive to choose urban schools in which to teach. At present, people of color are not well represented in the public school teaching force, and nothing suggests that the trend will be reversed. A multiethnic teaching force brings benefits to minority-group children and also can help break the cultural isolation of many students of the dominant culture. Nine graphs present data on teacher supply and demand. (Contains 13 references.) (SLD)