Racial diversity within the school workforce is valuable in 'fostering social cohesion and most importantly, in supporting pupils to grow and develop in an environment of visible, diverse role models' (DfE, 2018c, p.2). A diverse workforce is likely to promote greater cultural understanding and inclusion when educating pupils from diverse ethnic backgrounds, including white. Ensuring there are equal opportunities for people to enter the teaching profession, and progress within it, is a necessary condition for ensuring the profession is representative of society. This requires a shared commitment from many individuals and organizations across the system and a willingness to listen to voices from diverse communities as well as using evidence to bring about improvements in racial equality and ultimately racial equity. There is a substantial and growing base of qualitative evidence exploring the lived experience of teachers and leaders from ethnic minority backgrounds. However, the quantitative evidence base on the extent to which there are equal opportunities within teacher career paths is limited. This NFER research, in partnership with Ambition Institute and Teach First, aims to establish the extent of ethnic disparities and where they occur in the teacher career pathway. Teacher census data is used to explore the representation and career progression opportunities in the teaching profession among people from different ethnic minority backgrounds, from applications to initial teacher training through to headship. This report also analyses differences across regions, training courses and schools. Focusing on the numbers of teachers from different ethnic backgrounds is a necessary, but by no means sufficient, first step towards establishing racial equity. However, understanding more about where ethnic disparities occur within the teacher career pathway and which groups are most affected will support the education system to focus on the areas where action to address them can have the greatest impact. [This report was co-funded by Teach First and Ambition Institute.]