THE STATE OF 

RACIAL DIVERSITY

IN THE EDUCATOR 

WORKFORCE

2016 
i

THE STATE OF RACIAL 

DIVERSITY IN THE EDUCATOR 

WORKFORCE

JULY 2016

POLICY AND PROGRAM STUDIES SERVICE

OFFICE OF PLANNING, EVALUATION AND POLICY DEVELOPMENT

U.S. DEPARTMENT OF EDUCATION
ii

U.S. Department of Education

John B. King, Jr. 

Secretary

Office of Planning, Evaluation and Policy Development 

Amy McIntosh 

Delegated Duties of Assistant Secretary

Policy and Program Studies Service 

Jennifer Bell-Ellwanger 

Director

July 2016

This report is in the public domain. Authorization to reproduce it in whole or in part 

is granted. While permission to reprint this publication is not necessary, the citation 

should be U.S. Department of Education, Office of Planning, Evaluation and Policy 

Development, Policy and Program Studies Service, The State of Racial Diversity in the 

Educator Workforce, Washington, D.C. 2016. 

This report is available on the Department’s website at 

http://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversityworkforce.pdf.

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Requests for documents in alternate formats such as Braille or large print should be 

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Department of Education, Information Resource Center, LBJ Education Building, 400 

Maryland Ave. SW, Washington, DC 20202. 
iii

CONTENTS

List of Figures. .

Introduction. 

Summary of Findings. 

Racial Diversity of Students and Educators. 

Racial Diversity of Students. 

Racial Diversity of Teachers. 

Racial Diversity of Principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Educator Pipeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Postsecondary Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Teacher Preparation Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Enrollment at Historically Black Colleges and Universities 

(HBCUs). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Alternative-Route Teacher Preparation Program Students. .

Postsecondary Completion  .

Entering the Teacher Workforce. .

Bachelor’s Degree Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

New Teachers. .

Teacher Workforce. .

Teacher Retention. .

Conclusion. .

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
iv

FIGURES 

Figure 1. Percentage distribution of students enrolled in public 

elementary and secondary schools, by race/ethnicity: Fall 2002, 

fall 2012, and fall 2024. 

Figure 2. Percentage distribution of teachers in public elementary 

and secondary schools, by race/ethnicity: Selected years, 

1987–88 through 2011–12. 

Figure 3. Percentage distribution of public school principals, by 

race/ethnicity: Selected years 2003–04, 2007–08, and 2011–12. . . . . 8

Figure 4. Key points along the educator pipeline. .

Figure 5. Percentage of enrollment for high school graduates and 

bachelor’s degree students, by race/ethnicity: 2011–12. . . . . . . . . . . . . . 10 

Figure 6. Percentage distribution for bachelor’s degree students, 

by major and race/ethicnicity: 1999–2000 and 2011–12. . . . . . . . . . . . . 11

Figure 7. Percentage distribution of master’s degree students, 

by field of study and race/ethnicity: 1999–2000 and 2011–12. . . . . . . . 12

Figure 8. Percentage of bachelor’s degree students majoring in 

education, by race/ethnicity: 2011–12. .

Figure 9. Percentage of master’s degree students enrolled in an 

education-related field of study, by race/ethnicity: 2011–12. . . . . . . . . . 13

Figure 10. Black enrollment in teacher preparation programs, by 

state where program is located: 2013–14. . . . . . . . . . . . . . . . . . . . . . . . . . 14

Figure 11. Hispanic enrollment in teacher preparation programs, 

by state where program is located: 2013–14. .

Figure 12. Percentage distribution of all enrollees in IHEs 

with teacher preparation programs versus the distribution of 

enrollees at those IHEs who are in a teacher preparation 

program, by race/ethnicity: 2012–13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Figure 13. Share of teacher preparation program enrollment 

in HBCUs: 2012–13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Figure 14. Percentage distribution for types of teacher preparation 

programs, by race/ethnicity: 2012–13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Figure 15. Cumulative persistence and attainment by 2008–09 

for bachelor’s degree students who began postsecondary 

education in 2003–04, by major and race/ethnicity . . . . . . . . . . . . . . . . 19
v

Figure 16. Share of awards conferred for education majors and all 

majors, by institution type: 2012–13. .

Figure 17. Share of education major awards conferred, by 

MSI/HBCU status: 2012–13. .

Figure 18. Percentage of education degrees awarded to 

white students compared to percentage of non-education 

degrees awarded to white students, by institution type: 2012–13. .

Figure 19. Percentage distribution of 2007–08 bachelor’s degree 

recipients who reported applying for k–12 teaching position as 

of 2012, by race/ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Figure 20. Percentage of 2007–08 bachelor’s degree recipients 

who reported applying for a k–12 teaching position as of 2012, by 

race/ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Figure 21. Percentage distribution of 2007–08 bachelor’s degree 

recipients for all majors, for those who majored in education, and 

for those who worked as a k–12 teacher, by race/ethnicity: 2012 . . . . . 25

Figure 22. Percentage distribution of public school teachers 

for all teachers and teachers with three or fewer years of 

experience, by race/ethnicity: 2012. .

Figure 23. Percentage distribution of classroom teachers in 

geographic categories of districts, by race/ethnicity: 2014. .

Figure 24. Percentage distribution of new classroom teachers in 

geographic categories of districts, by race/ethnicity: 2014. .

Figure 25. Percentage distribution of principals in geographic 

categories of districts, by race/ethnicity: 2014. .

Figure 26. Percentage distribution of new principals, by race and 

social conditions of districts: 2014. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Figure 27. Percentage of public school teachers who remained in the 

same school, by race/ethnicity: School years 2011–12 to 2012–13. .
1

INTRODUCTION

“Without question, when the majority of students in public 

schools are students of color and only 18 percent of our teachers 

are teachers of color, we have an urgent need to act. We’ve got 

to understand that all students benefit from teacher diversity. We 

have strong evidence that students of color benefit from having 

teachers and leaders who look like them as role models and also 

benefit from the classroom dynamics that diversity creates. But it 

is also important for our white students to see teachers of color 

in leadership roles in their classrooms and communities. The 

question for the nation is how do we address this quickly and 

thoughtfully?” 

 Education Secretary John B. King, Jr., 

 Speaking at Howard University, March 8, 2016. 

The U.S. Department of Education is dedicated to increasing the diversity 

of our educator workforce, recognizing that teachers and leaders of 

color will play a critical role in ensuring equity in our education system. 

The release of this data is consistent with the Department’s mission 

and values, and is intended to provide a basis for discussion, strategy 

development, and further research. 

Diversity is inherently valuable. We are stronger as a nation when people 

of varied backgrounds, experiences, and perspectives work and learn 

together; diversity and inclusion breed innovation. Groups of more 

diverse problem solvers have been found to outperform groups of less 

diverse problem solvers,1 and companies with more diversity in their 

leadership also tend to be top financial performers.2 

Research shows that diversity in schools, including racial diversity among 

teachers, can provide significant benefits to students. While students 

of color are expected to make up 56 percent of the student population 

by 2024, the elementary and secondary educator workforce is still 

overwhelmingly white.3 In fact, the most recent U.S. Department of 

Education Schools and Staffing Survey (SASS), a nationally representative 

survey of teachers and principals, showed that 82 percent of public 

school teachers identified as white. This figure has hardly changed 

in more than 15 years; data from a similar survey conducted by the 

Department in 2000 found that 84 percent of teachers identified as 

white.4 

Improving teacher diversity can help all students. Teachers of color5 

are positive role models for all students in breaking down negative 

stereotypes and preparing students to live and work in a multiracial 

society. A more diverse teacher workforce can also supplement training 

in the culturally sensitive teaching practices most effective with today’s 

student populations. 
2

In addition to providing social advantages for all students, the racial 

diversity of the teaching workforce can help to close the achievement 

gap,6 emerging research7 suggests. Both quantitative and qualitative 

studies find that teachers of color can improve the school experiences of 

all students; further, teachers of color8 contribute to improved academic 

outcomes while serving as strong role models for students.9 

One report suggests that, compared with their peers, teachers of color 

are more likely to (1) have higher expectations of students of color (as 

measured by higher numbers of referrals to gifted programs);10 (2) 

confront issues of racism; (3) serve as advocates and cultural brokers; 

and (4) develop more trusting relationships with students, particularly 

those with whom they share a cultural background.11 

A recent report shows that, despite the critical role that teachers of color 

can play in helping students of color succeed, every state has a higher 

percentage of students of color than teachers of color.12 

The teaching force has become slightly more diverse in recent years. But 

recent data from the National Center for Education Statistics (NCES) 

estimates that the elementary and secondary student population will 

continue to become less white and more diverse.13 Unless current 

trends change, moving forward the disparity between the racial makeup 

of students and teachers may increase further, fueling the need for 

substantially more progress in increasing teacher diversity.

The purpose of this report is to provide a current snapshot of the 

racial diversity of educators in our nation’s elementary and secondary 

public schools. While not comprehensive, the report reviews trends in 

the diversity of students, teachers, and education leaders; it examines 

the teacher pipeline from enrollment in postsecondary education, 

hiring, and teacher retention. This examination spotlights Historically 

Black Colleges and Universities (HBCUs), as well as participation in 

alternative certification programs. The report also includes statistics on 

postsecondary completion, placement, and retention of new teachers of 

color in the workforce.

While the focus of this report is on racial diversity, the Department 

acknowledges that other forms of diversity such as socioeconomic 

background, gender, sexual orientation, disability status, religion, and 

multilingualism are also important and should be examined. For example, 

when considering gender in addition to race, we know that black 

males make up only 2 percent of the teaching workforce nationwide. 

Addressing each of the above-listed disparities will require interventions 

at all steps of the preparation, hiring, and retention processes. In addition, 

while program quality is not within the scope of this report, diversifying 

the teaching workforce should be pursued in conjunction with improving 

the overall effectiveness of teachers and maintaining high-quality teacher 

preparation programs. 

Finally, the report provides examples of places that are working to 

address the diversity issue in a variety of ways; other communities may 

find these efforts instructive.14 
3

SUMMARY OF FINDINGS

Elementary and secondary school educators in the United States 

are relatively homogenous racially.

• The elementary and secondary educator workforce is 

overwhelmingly homogenous (82 percent white in public schools).15

• Over time, educator diversity has increased. In the 1987–88 school 

year, 13 percent of public school teachers were teachers of color 

compared to 18 percent in the 2011–12 school year.16 

* While the proportion of all teachers of color has increased over 

time, this trend is not the result of increases in the proportion 

of teachers in all non-white racial and ethnic categories. For 

example, the proportion of teachers who were black decreased 

slightly over this time period.17

• Education leaders are also predominantly white. In the 2011–12 

school year, only 20 percent of public school principals were 

individuals of color.18 

Diversity decreases at multiple points across the teacher 

pipeline in which teachers progress though postsecondary 

education, teacher preparation programs, and retention.19

• Bachelor’s degree students are less diverse than high school 

graduates. In 2011–12, while 38 percent of bachelor’s degree 

students were students of color,20 43 percent of public high school 

graduates were students of color.21

• A large majority of education majors and, more specifically, 

students enrolled in teacher preparation programs, are white. In the 

2012–13 school year, 25 percent of individuals enrolled in a teacher 

preparation program based in an institution of higher education 

(IHE) were individuals of color. In comparison, 37 percent of all 

individuals (regardless of major) in those same institutions were 

individuals of color.22 

• Like completion rates in other fields of study, bachelor’s degree 

completion rates for students who major in education are 

lower for black and Hispanic students than for white students. 

Seventy-three percent of bachelor’s degree students majoring in 

education completed a bachelor’s degree six years after beginning 

postsecondary education. Forty-two percent of black bachelor’s 

degree students majoring in education completed a bachelor’s 

degree six years after beginning postsecondary education. Fortynine percent of Hispanic bachelor’s degree students majoring in 
4

education completed a bachelor’s degree six years after beginning 

postsecondary education.23

• Teacher retention rates are higher among white teachers than for 

black and Hispanic teachers.24

HBCUs and alternative routes to teacher certification tend to 

enroll a more racially diverse population of teacher candidates.

• Two percent of individuals who are preparing to be teachers are 

enrolled at HBCUs, but 16 percent of all black teacher candidates 

attend HBCUs.25 

• Alternative routes to teacher certification tend to enroll more 

racially diverse populations of candidates than traditional teacher 

preparation programs. Forty-two percent of teacher candidates 

enrolled in an alternative teacher preparation program not based 

in an IHE were individuals of color. Thirty-five percent of teacher 

candidates enrolled in an alternative teacher preparation program 

based in an IHE were individuals of color. Fewer teacher candidates 

enrolled in a traditional teacher preparation program (26 percent) 

were individuals of color.26 
5

RACIAL DIVERSITY OF STUDENTS AND 

EDUCATORS

Racial Diversity of Students

The public school student population is projected to increase in 

diversity. The National Center for Education Statistics (NCES) predicts 

that white students will represent 46 percent of public school students 

in 2024, a drop from 51 percent of the student population in 2012. 

During the same 12-year timeframe, the proportion of Hispanic and 

Asian/Pacific Islander students is projected to increase. Hispanic 

public school students are projected to represent 29 percent of total 

enrollment in 2024 (compared to 24 percent in 2012) and Asian/

Pacific Islander students are projected to represent 6 percent of total 

enrollment in 2024 (compared to 5 percent in 2012). Black students are 

projected to be 15 percent of all public school students in 2024, which is 

a slight decrease from 16 percent in 2012.27 

Figure 1. Percentage distribution of students enrolled in public elementary 

and secondary schools, by race/ethnicity: Fall 2002, 2012, and 

2024

Race/ethnicity

† Not applicable. 

NOTE: Prior to 2008, separate data on students of two or more races were not collected. Detail may 

not sum to totals because of rounding. Data for 2024 are projected.

SOURCES: U.S. Department of Education, National Center for Education Statistics, Common 

Core of Data (CCD), “State Nonfiscal Survey of Public Elementary and Secondary Education,” 

2002–03 and 2012–13; and National Elementary and Secondary Enrollment Projection 

Model, 1972 through 2024. See Digest of Education Statistics 2014, Table 203.50. available at 

http://nces.ed.gov/programs/coe/indicator_cge.asp
6

Racial Diversity of Teachers

The elementary and secondary school teacher workforce in the United 

States is not as racially diverse as the population at large or the students. In 

the 2011–12 school year, 82 percent of public school teachers were white. In 

comparison, 51 percent of all 2012 elementary and secondary public students 

were white.28 In contrast, 16 percent of students were black,29 and 7 percent 

of public teachers were black. Likewise, while 24 percent of students were 

Hispanic,30 8 percent of teachers were Hispanic. In the 2011–12 school year, 

the racial demographics of elementary school teachers were similar to those 

of secondary school teachers.31 In addition, k–12 educators were less likely 

to be black or Hispanic than early learning educators (particularly those 

teaching in Head Start or teaching without a bachelor’s degree).32 

Figure 2 shows that the population of public school teachers has gradually 

become more diverse over time. In the 1987–88 school year, 87 percent of 

public school teachers were white compared to 82 percent in the 2011–12 

school year. Over the same time period, the proportion of black public school 

teachers fell from 8 percent to 7 percent, and the proportion of Hispanic 

public school teachers grew from 3 percent to 8 percent. The proportion 

of teachers who were Asian increased from 1 percent to 2 percent. The 

proportion of teachers who were American Indian or Alaska Native dropped 

from roughly 1 percent to half a percent.

Figure 2. Percentage distribution of teachers in public elementary and 

secondary schools, by race/ethnicity: Selected years, 1987–88 

through 2011–12

Percent

Year

*Data for years 1987– 88 through 1999–2000 are only roughly comparable to data for later years, because the 

new category of two or more races was introduced in 2003–04. 

NOTE: Excludes prekindergarten teachers. Data are based on a head count of full-time and part-time teachers 

rather than on the number of full-time-equivalent teachers reported in other tables. The detail may not sum to 

totals because of rounding, missing data, and cell suppression. Race categories exclude persons of Hispanic 

ethnicity. The Other category represents the sum of Asian, Pacific Islander, American Indian or Alaska Native, 

and Two or more races.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing 

Survey (SASS), “Public School Teacher Data File,” 1987–88 through 2011–12. See Digest of Education Statistics 

2013, Table 209.10, Number and percentage distribution of teachers in public and private elementary and 

secondary schools, by selected teacher characteristics: Selected years, 1987 – 88 through 2011 – 12, available at 

https://nces.ed.gov/programs/digest/d13/tables/dt13_209.10.asp
7

Compared to all teachers, black and Hispanic teachers are employed 

in different kinds of schools as measured by the socio-economic and 

racial composition of students. High-poverty elementary and secondary 

schools employed a greater percentage of black and Hispanic teachers 

and a smaller percentage of white teachers than did low-poverty 

schools, according to a 2007–08 NCES analysis. Among teachers 

working in high-poverty elementary and secondary schools, 63 percent 

were white, 16 percent were black, and 17 percent were Hispanic, 

according to the data. In comparison, among teachers working in lowpoverty schools, 92 percent were white, 3 percent were Hispanic, and 

3 percent were black.33 Teachers of color are also overwhelmingly 

employed in public schools serving student populations with relatively 

high proportions of students of color and public schools in urban 

communities.34

SPOTLIGHT: BOSTON PUBLIC SCHOOLS

Thirty-seven percent of BPS teachers are teachers of color, and 

25 percent of the new teachers hired in the 2015–16 school year 

were black. The Office of Human Capital developed a strategic 

plan focused on three distinct areas: workforce diversity, workforce 

inclusion, and sustainability. Programs they run include the following:

One specific program that has been highly effective to increase 

the diversity of their teacher workforce is called the Boston Public 

School High School to Teacher Program. This program identifies 

city students in high school who would make great teachers. The 

program then provides the students with mentors, gives them 

college prep courses, half their tuition and, if they are successful, 

teaching jobs. Eighty-seven percent of the participants are black or 

Latino.

Racial Diversity of Principals

For the most part, principals are also a racially homogenous group. 

In the 2011–12 school year, a majority of public school principals were 

white (80 percent), while 10 percent were black and 7 percent were 

Hispanic. In the 2003–04 school year, the proportion of public school 

principals who were white was 82 percent, and 11 percent were black 

and 5 percent were Hispanic.
8

Figure 3. Percentage distribution of public school principals, by race/

ethnicity: Selected years 2003–04, 2007–08, and 2011–12

Year

Percent

NOTE: The 2007–08 data for the Other category include estimates in which the coefficient of 

variation (CV) is between 30 and 50 percent of estimates.

The Other category represents the sum of Asian, Pacific Islander, American Indian or Alaska Native, 

and Two or more races.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education 

Statistics, 2014, Table 212.08, Number and percentage distribution of principals in public and private 

elementary and secondary schools, by selected characteristics: Selected years, 1993–94 through 

2011–12; available at https://nces.ed.gov/programs/digest/d14/tables/dt14_212.08.asp.

The percentage of new white principals35 (77 percent) in public schools 

was lower than the percentage of experienced white principals (84 

percent) in public schools in the 2011–12 school year. The percentages 

of new black and Hispanic principals were higher than the percentages 

of experienced black and Hispanic principals in public schools. For 

example, black principals comprised 11 percent of all new public school 

principals, compared with 8 percent of all experienced principals in 

public schools. New Hispanic public school principals accounted for 

approximately 8 percent of all new principals in 2011–12, compared with 

approximately 5 percent of all experienced Hispanic principals in public 

schools.36 
9

EDUCATOR PIPELINE 

The educator pipeline provides the supply of teachers and educators 

for the elementary and secondary school workforce. For teachers 

produced by traditional teacher undergraduate preparation programs, 

points along this pipeline include postsecondary enrollment, enrollment 

in teacher preparation programs, postsecondary completion, entrance 

to the elementary and secondary workforce (after receiving teacher 

certification or licensing), and teacher retention.37 The proportion of 

teacher candidates of color decreases at multiple points along the 

teacher pipeline. 

Figure 4. Key points along the educator pipeline
10

Postsecondary Enrollment

With few exceptions, postsecondary education is the pathway by which 

new teachers enter the educator workforce.38 Even for postsecondary 

students who may not choose to major in education, having some 

degree of postsecondary education can serve as a gateway into later 

opportunities to become educators through continuing education and/

or alternative pathways into teaching, since all states require at least a 

bachelor’s degree to become certified to teach. 

In examining the diversity in the racial composition of bachelor’s 

degree students, the first point examined of this pipeline, data show 

that the racial composition of bachelor’s students is less diverse than 

that of students who graduate from a public high school. 

Figure 5 shows the racial composition of high school graduates and 

bachelor’s degree students (including transfer students). In 2011–12, 

while only 57 percent of students graduating high school were white, 

62 percent of students enrolled in a bachelor’s degree program were 

white. The proportions of blacks were similar in the populations of high 

school graduates and bachelor’s degree students. Thirteen percent of 

bachelor’s degree students were Hispanic and 19 percent of high school 

graduates were Hispanic. Efforts to create an educator workforce that 

is racially diverse is hampered by this initial decline in diversity. 

Figure 5. Percentage of enrollment for high school graduates and 

bachelor’s degree students, by race/ethnicity: 2011–12 

Percent

NOTES: The Other category for high school graduates combines Asian/Pacific Islander (6 percent), 

American Indian/Alaska Native (1 percent), and Two or more races( 2 percent. The Other category 

for bachelor’s degree combines Asian (7 percent), American Indian or Alaska Native (1 percent), 

Native Hawaiian/other Pacific Islander (rounds to 0 percent), and More than one race (3 percent).

SOURCES: U.S. Department of Education, National Center for Education Statistics, 2011–12 National 

Postsecondary Student Aid Study (NPSAS:12) and Digest of Education Statistics, 2013: Table 

219.30, Public high school graduates, by race/ethnicity: 1998–99 through 2023–24. Available at 

https://nces.ed.gov/programs/digest/d13/tables/dt13_219.30.asp

Though data in Figure 6 focus on education majors, it is important to 

note that not all students who major in education will become teachers. 
11

While most degrees awarded to education majors are directly related to 

elementary and secondary school teaching, education majors specialize 

in a broad set of areas. Some education majors are enrolled in programs 

that focus on the theory and practice of learning and teaching and 

related research. Some are enrolled in programs that focus on schoolbased administrative and support services. The racial composition of 

bachelor’s degree students who pursue education-related majors is less 

diverse than that of similar students who major in several other fields 

of study. While 62 percent of all bachelor’s degree students in 2012 

were white, 73 percent of students majoring in education were white. 

However, the racial composition of the population of students enrolled 

in bachelor’s degree programs is becoming more diverse over time. 

In addition, the racial composition of bachelor’s degree students who 

major and complete education bachelor’s degrees is also becoming more 

diverse over time.

Figure 6. Percentage distribution for bachelor’s degree students, by major 

and race/ethnicity: 1999–2000 and 2011–12

Student

 majors

Percent

NOTE: The Other category for bachelor’s degree combines Asian, American Indian or Alaska Native, 

Native Hawaiian/other Pacific Islander, and More than one race 

SOURCES: U.S. Department of Education, National Center for Education Statistics, National 

Postsecondary Student Aid Study (NPSAS:00 and NPSAS:12).

Similarly, the racial composition of the population of master’s degree 

students who major in education has historically been less diverse than 

master’s degree students who major in several other fields of study. 

While 64 percent of all master’s degree students in 2012 were white, 71 

percent of those students majoring in education were white. However, 

Figure 7 shows that the racial composition of the population of students 

enrolled in bachelor’s and master’s degree programs is becoming more 

diverse over time. In addition, the racial composition of the population of 
12

bachelor’s degree and master’s degree students who major in education 

is also becoming more diverse over time.

Figure 7. Percentage distribution of master’s degree students, by field of 

study and race/ethnicity: 1999–2000 and 2011–12

Percent

Student

 majors

NOTE: The Other category for bachelor’s degree combines Asian, American Indian or Alaska Native, 

Native Hawaiian/other Pacific Islander, and More than one race. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National 

Postsecondary Student Aid Study: (NPSAS:00 and NPSAS:12).

In examining within-race disaggregation of education majors, among 

white bachelor’s degree students, 8 percent majored in education. 

Among black bachelor’s degree students, 5 percent majored in 

education; among Hispanic bachelor’s degree students, 6 percent did so.

Figure 8. Percentage of bachelor’s degree students majoring in education, 

by race/ethnicity: 201 1–12

Race/ethnicity

Percent

NOTE: The figure excludes Asian (2 percent), American Indian or Alaska Native (5 percent), and More 

than one race (4 percent). The standard error for Native Hawaiian/other Pacific Islander estimate 

represents more than 50 percent of the estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2011–12 National 

Postsecondary Student Aid Study (NPSAS:12).

In examining within-race disaggregation of education majors among 

master’s students, roughly a quarter of students in each category of 

white, black, and Hispanic are enrolled as education majors. 
13

Figure 9. Percentage of master’s degree students enrolled in an educationrelated field of study, by race/ethnicity: 2011–12 

Race/ethnicity

Percent

NOTE: The figure excludes Asian (5 percent), values for More than one race, American Indian or Alaska 

Native, and Native Hawaiian/other Pacific Islander, which either did not meet reporting standards or 

had standard errors representing more than 30 percent of estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2011–12 National 

Postsecondary Student Aid Study (NPSAS:12). 

Teacher Preparation Programs

The U.S. Department of Education’s existing definitions for the Higher 

Education Act (HEA) Title II reporting system define a teacher preparation 

program as a state-approved course of study, the completion of which 

signifies that an enrollee has met all the state’s educational requirements, 

or training requirements (or both) for an initial credential to teach in the 

state’s elementary, middle, or secondary schools. A teacher preparation 

program may either be a traditional program or an alternative route 

to certification program, and may be offered within or outside an 

IHE. Alternative-route teacher preparation programs primarily serve 

candidates who states permit to be the teachers of record in a classroom 

while participating in the program. These programs may be within an IHE 

(referred to as an “alternative, IHE-based” provider) or outside an IHE 

(referred to as an “alternative, not IHE-based” provider).

According to report cards that states have provided under the HEA Title II

reporting system, black enrollees were concentrated in programs located 

in the Southeast, mid-Atlantic, and Arizona (i.e., due largely to online 

enrollment in the University of Phoenix, though these students could 
14

reside anywhere), while Hispanic enrollees were concentrated in the 

Southwest, Florida, and New York City area.39 While teacher preparation 

programs in some regions enroll more numbers of black and Hispanic 

teacher candidates, candidates who end up teaching in an elementary 

and secondary school do not necessarily teach in the region the 

program is located in.

Figure 10. Black enrollment in teacher preparation programs, by state where 

program is located: 2013–14

 Less than or equal to 500 students

 501—1,000 students

 1,001—2,000 students

 2001—10,000 students

SOURCE: Based on data from U.S. Department of Education, Office of Postsecondary Education. 

(2015). Higher Education Act Title II reporting system.

Figure 11. Hispanic enrollment in teacher preparation programs, by state 

where program is located: 2013–14

 Less than or equal to 500 students

 501—1,000 students

 1,001—2,000 students

 2001—10,000 students

SOURCE: Based on data from U.S. Department of Education, Office of Postsecondary Education. 

(2015). Higher Education Act Title II reporting system.

For IHEs with teacher preparation programs, in 2012–13, the overall 

student population was more diverse than the subset of students 

enrolled in the teacher preparation programs. In 2012–13, the overall 
15

student population in IHEs with the teacher preparation program was 63 

percent white, 13 percent black, 14 percent Hispanic, 6 percent Asian, and 

1 percent American Indian or Alaska Native. In comparison, the subset 

of students in IHEs enrolled in a teacher preparation program was 74 

percent white, 9 percent black, 10 percent Hispanic, 2 percent Asian, and 

1 percent American Indian or Alaska Native.

Figure 12. Percentage distribution of all enrollees in IHEs with teacher 

preparation programs versus the distribution of enrollees at those 

IHEs who are in a teacher preparation program, by race/ethnicity: 

2012–13

Percent

Race/ethnicity

NOTE: Host IHEs are the IHEs at which the teacher preparation programs are based. This figure 

includes data for the 1,851 IHE-based teacher preparation programs that had data available for this 

figure. The percentages may not sum to 100 percent due to rounding.

SOURCES: U.S. Department of Education, Office of Postsecondary Education. (2015). Higher 

Education Act Title II reporting system. U.S. Department of Education, National Center for Education 

Statistics. (2015). Integrated Postsecondary Education Data System (IPEDS).
16

SPOTLIGHT: CALL ME MISTER 

Call Me MISTER (Mentors Instructing Students Toward Effective Role 

Models) is an initiative launched in South Carolina in 2000 to recruit 

all students, with a particular focus on college male freshmen of color, 

from the community into the teaching profession. The program has 

expanded to Jackson State University in Jackson, Mississippi and 

continues to grow nationally. The mission of the Call Me MISTER 

Initiative is to increase the pool of available teachers from a broader 

more diverse background particularly among the state’s lowestperforming elementary schools. Student participants are largely selected 

from among under-served, socio-economically disadvantaged and 

educationally at-risk communities. The project provides

• tuition assistance through Loan Forgiveness programs for admitted 

students pursuing approved programs of study in teacher education 

at participating colleges;

• an academic support system to help assure their success;

• a cohort system for social and cultural support; and

• assistance with job placement.

Enrollment at Historically Black Colleges and Universities 

(HBCUs)

The Higher Education Act of 1965, as amended, defines an HBCU as “... 

any historically black college or university that was established prior 

to 1964, whose principal mission was, and is, the education of black 

Americans, and that is accredited by a nationally recognized accrediting 

agency or association determined by the Secretary [of Education] to be 

a reliable authority as to the quality of training offered or is, according 

to such an agency or association, making reasonable progress toward 

accreditation.”40 Since a large majority of students in HBCUs are black 

students, these institutions provide an important opportunity for black 

education degree-seeking students. For the 2012–13 academic year, 75 

teacher preparation programs in HBCUs reported enrollment data under 

the HEA Title II reporting system. According to these reports, programs 

at these HBCUs enrolled 2 percent of the individuals enrolled in IHEbased teacher preparation programs, but enrolled 16 percent of all 

candidates in IHE-based teacher preparation programs who identified as 

black. 
17

Figure 13. Share of teacher preparation program enrollment 

in HBCUs: 2012–13

Percent

Teacher Preparation 

Program Enrollment

NOTE: This figure reflects data states reported for the 1,851 teacher preparation programs that had 

data available for IHE-based teacher preparation programs. 

SOURCES: U.S. Department of Education, Office of Postsecondary Education. (2015). Higher Education 

Act Title II reporting system. U.S. Department of Education, National Center for Education Statistics. 

(2015). Integrated Postsecondary Education Data System (IPEDS).

Alternative-Route Teacher Preparation Program Students

For the 2012–13 school year, states reported a total 8,075 alternativeroute teacher preparation programs — accounting for 30 percent of the 

26,589 teacher preparation programs across the country. Of the total 

number of alternative-route teacher preparation programs, 5,325 (66 

percent) were based at an IHE, and 2,750 (34 percent) were not based at 

an IHE. Whereas traditional teacher preparation programs usually have 

students complete coursework needed for a regular teaching credential 

before they can receive a teaching credential and become a teacher 

of record, most alternative-route preparation programs enroll students 

who already have a bachelor’s degree and then receive a credential 

that enables them to become teachers of record while they complete 

requirements for a regular teaching credential. Many of the alternativeroute certification programs are offered online and allow students to 

complete coursework while they work. This kind of flexibility and the 

accelerated schedule offered by alternative-route certification programs 

can be attractive to individuals who want to pursue a teaching career or 

change from their current careers to become teachers, but who need to 

work while doing so or have other relevant constraints.

The racial composition of students in the alternative-route teacher 

preparation programs is more diverse than that of the traditional teacher 

preparation program. In the 2012–13 academic year, 16 percent of 

individuals enrolled in alternative programs based at IHEs and 18 percent 

of individuals enrolled in alternative-route programs not based at IHEs 

were black, compared to only 9 percent in traditional programs. Eighteen 

percent of individuals enrolled in alternative-route programs not based at 

IHEs were Hispanic, compared to 11 percent in traditional programs.
18

Figure 14. Percentage distribution for types of teacher preparation 

programs, by race/ethnicity: 2012–13

Race/ethnicity

Percent

NOTE: The data on enrollment by race/ethnicity were not available for all teacher preparation 

programs. Some teacher preparation programs provided only the total number of students 

enrolled; thus, the sum of the number of students enrolled by characteristic will not equal the total. 

The 50 states, the District of Columbia, Puerto Rico, American Samoa, Guam, Marshall Islands, 

Micronesia, Northern Mariana Islands, Palau, and Virgin Islands submitted a state Title II report in 

2014. 

SOURCES: U.S. Department of Education, Office of Postsecondary Education. (2015). Higher 

Education Act Title II reporting system. 

Postsecondary Completion

Bachelor’s degree completion rates are lower for black and Hispanic 

students than the rate for white students. Likewise, bachelor’s degree 

completion rates are lower for black and Hispanic students who major 

in education than the rate for white students. As Figure 15 indicates, 

among all undergraduate education majors, 42 percent of blacks and 

49 percent of Hispanics attain a bachelor’s degree within six years, 

while 73 percent of whites do so.
19

Figure 15. Cumulative persistence and attainment by 2008–09 for bachelor’s 

degree students who began postsecondary education in 2003–04, 

by major and race/ethnicity 

Race/ethnicity 

and major

Percent

NOTES: Bachelor’s degree attainment refers to bachelor’s degree attainment in any major. Standard 

errors represent more than 30 percent of the estimates for “Other outcomes” for education majors. 

Represents cumulative persistence and attainment by 2008–09 for students who began 

postsecondary education in academic year 2003–04, major when last enrolled academic year 2005-

06, enrolled in a bachelor’s degree program or higher (including first professional or graduate level) 

when last enrolled in academic year 2005– 06. Major refers to major when last enrolled in academic 

year 2005-06. Bachelor’s degree students refer to students enrolled in a bacheors degree program 

or higher when last enrolled in the academic year 2005-06.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 

Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS: 04/09).

The Integrated Postsecondary Education Data System41 (IPEDS) 

provides self-reported data from all IHEs participating in HEA Title IV 

federal grant and loan programs. In addition to institution-level data, 

IPEDS provides data at the program level for completions. These 

programs are defined by Classification of Instructional Program (CIP) 

codes including the CIP code for education majors, which focus on 

the theory and practice of learning and teaching, and related research, 

administrative, and support services. IPEDS reports the number of 

degrees and certificates conferred by race/ethnicity and academic 

level. For the purposes of this report, “education major awards” are 

defined as bachelor’s degrees, master’s degrees, postbaccalaureate 

certificates, and post-master’s certificates categorized under the CIP 

code, 13 (education). For the purpose of this report, education major 

awards provide a proxy for students who are preparing to start a career 

in teaching. 
20

In the 2012–13 academic year, public institutions awarded the majority 

of education major awards conferred as either bachelor’s degree, 

master’s degree, post-baccalaureate or post-master’s certificate. At 

those academic levels, 56 percent of education major awards were 

conferred by public institutions, 38 percent of education major awards 

were conferred by private institutions, and 7 percent of education major 

awards were conferred by for-profit institutions. Public institutions 

conferred 49 percent of education major awards provided to students 

of color, private institutions conferred 40 percent of the education 

major awards provided to students of color, and for-profit institutions 

conferred 12 percent of the education major awards provided to 

students of color.

Figure 16. Share of awards conferred for education majors and all majors, by 

institution type: 2012–13

Awards conferred

Percent

NOTES: “Education” refers only to awards of bachelor’s degrees, master’s degrees, postbaccalaureate 

certificates, and post-master’s certificates in the CIP code, 13 (Education). Students of color include 

all non-white categories of race including race unknown. Awards include only “first major” awards—

those reported as the first major for students who were conferred awards as dual majors. The 

universe of institutions is restricted to IPEDS Title IV institutions.

SOURCES: U.S. Department of Education, National Center for Education Statistics, 

Integrated Postsecondary Education Data System (IPEDS) and College Scorecard 

(see https://collegescorecard.ed.gov/data/). 

In the 2012 — 13 academic year, HBCUs granted 1 percent of the 

education major awards conferred at the academic levels of bachelor’s 

degree, master’s degree, post-baccalaureate and post-master’s 

certificate. At those same academic levels, HBCUs granted 4 percent 

of the education major awards conferred to students of color. IHEs 

receiving Minority Serving Institution42(MSI) grants from the Department 

conferred 6 percent of all the education major awards. MSI grantees 

conferred 12 percent of the education major awards to students of color. 
21

Figure 17. Share of education major awards conferred, by MSI/HBCU status: 

2012–13

NOTES: “Education” refers only to awards of bachelor’s degrees, master’s degrees, 

postbaccalaureate certificates, and post-master’s certificates in the CIP code, 13 (Education). 

Students of color include all non-white categories of race including race unknown. Awards include 

only “first major” awards. The universe of institutions is restricted to IPEDS Title IV institutions.

SOURCES: U.S. Department of Education, National Center for Education Statistics, 

Integrated Postsecondary Education Data System (IPEDS) and College Scorecard 

(https://collegescorecard.ed.gov/data/).

The student population awarded education degrees from most 

institutions is less racially and ethnically diverse than the population 

of students awarded non-education degrees. The scatter plot in 

Figure 18 shows the percentage of education major awards conferred 

to white students versus the percentage of non-education major 

awards conferred to white students. The points above the diagonal 

line represent institutions with higher proportions of white students 

receiving education major awards compared to the proportion of white 

students receiving non-education major awards. The scatter plot shows 

that many public, private, and for-profit institutions confer higher 

proportions of education major awards than of non-education major 

awards to white students.

Percent

Awards conferred
22

Figure 18. Percentage of education degrees awarded to white students 

compared to percentage of non-education degrees awarded to 

white students, by institution type: 2012–13

0 .2 .4 .6 .8 1

% Edu Major Awards to White Students

0 .2 .4 .6 .8 1

% non-Edu Major Awards to White Students

 Private Public

 For_profit y=x

Percentage Education Awards to Whites 

NOTES: Includes only institutions where n>=30. “Education” refers only to awards of bachelor’s 

degrees, master’s degrees, postbaccalaureate certificates, and post-master’s certificates in the CIP 

code, 13 (Education). Non-education refers only to awards of bachelor’s degrees, master’s degrees, 

postbaccalaureate certificates, and post-master certificates in any other CIP code except for the CIP 

code for Education (13). Awards include only “first major” awards — those reported as the first major 

for students who were conferred awards as dual majors.

SOURCES: U.S. Department of Education, National Center for Education Statistics, 

Integrated Postsecondary Education Data System (IPEDS), College Scorecard data 

http://collegescorecard.ed.gov/data/. 

Entering the Teacher Workforce

Hiring and retention practices also play an important role in the 

development of a diverse teaching workforce. A study of six urban 

schools suggests that even in cases where schools have strategies in 

place to recruit teachers of color, recruiting and retaining teachers of 

color is difficult. The study suggests that there may be many challenges 

to recruiting teachers of color, and that school recruiting, hiring, and 

retention practices need to specifically address these challenges.43 

Bachelor’s Degree Graduates

The Department’s Baccalaureate and Beyond (B&B) Longitudinal Study 

administered by NCES provides information concerning education and 

work experiences following completion of the bachelor’s degree. It 

provides both cross-sectional profiles of the enrollment, persistence, 
23

and financial aid receipt of bachelor’s degree recipients in their final year 

of undergraduate education; and longitudinal data on their entry into 

and progress through graduate-level education and the workforce with 

special emphasis on k–12 teaching.44

The B&B study surveyed recent bachelor’s degree recipients who 

prepared45 for teaching or were considering teaching about whether 

or not they applied for k–12 teaching positions shortly after graduation. 

Among those graduates who applied to a k–12 teaching positions, 66 

percent were white, 12 percent were black, and 15 percent were Hispanic. 

Figure 19. Percentage distribution of 2007–08 bachelor’s degree recipients 

who reported applying for k–12 teaching position as of 2012, by 

race/ethnicity

NOTES: “Other” refers to Asian, American Indian or Alaska Native, Native 

Hawaiian/other Pacific Islander, More Than One Race, and other. The standard 

error for Other value represents more than 30 percent of the estimates. 

The figure above applies to respondents who had prepared to teach or were currently considering 

teaching.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2008/12 

Baccalaureate and Beyond Longitudinal Study (B&B:08/12).

In examining within-race disaggregation, among white bachelor’s degree 

recipients, 13 percent applied for a k–12 teaching position. Among black 

bachelor’s degree recipients, 15 percent applied for a k–12 teaching 

position. Among Hispanic bachelor’s degree recipients who prepared 

to teach or were considering teaching, 18 percent applied for a k–12 

teaching position. 
24

Figure 20. Percentage of 2007–08 bachelor’s degree recipients who 

reported applying for a k–12 teaching position as of 2012, 

by race/ethnicity

Race/ethnicity

Percent

NOTES: applies to respondents who had not taught and had prepared to teach or were currently 

considering teaching.

Asian, American Indian or Alaska Native, More than one race, Native Hawaiian/other Pacific Islander, 

and Other values either round to zero or have standard errors that represent more than 30 percent 

of estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2008/12 

Baccalaureate and Beyond Longitudinal Study (B&B:08/12).

Based on data from the B&B study, 73 percent of 2007–08 all 

bachelor’s degree graduates were white, 9 percent of all graduates 

were black, and 9 percent of all graduates were Hispanic. Eighty-four 

percent of all graduates who had a first or second major in education 

were white, 4 percent of all graduates who had a first or second major 

in education were black, and 8 percent of all graduates who had a first 

or second major in education were Hispanic. Seventy-nine percent 

of graduates who taught at the k–12 level were white, 7 percent of 

graduates who taught were black, and 8 percent of graduates who 

taught were Hispanic.
25

Figure 21. Percentage distribution of 2007–08 bachelor’s degree recipients 

for all majors, for those who majored in education, and for those 

who worked as a k–12 teacher, by race/ethnicity: 2012

Percent

Race/ethnicity

NOTES: Other category combines Asian, American Indian or Alaska Native, More than one race, 

Native Hawaiian/other Pacific Islander, and Other. Worked as a k–12 teacher refers to ”regular” 

teaching positions that exclude temporary substitute teaching. “Education Majors” refers to 

individuals who had a major in teaching as of 2008.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2008/12 

Baccalaureate and Beyond Longitudinal Study (B&B:08/12). 

Similar to those bachelor’s degree recipients who majored in education 

and those who went on to teach, those who were certified to teach were 

also predominately white. Eighty-two percent of 2007–08 bachelor’s 

degree recipients who were fully certified to teach at the k–12 level 

(by 2012) were white. However, only 4 percent of recent graduates 

certified to teach were black, and 9 percent of recent graduates 

certified to teach were Hispanic.46 Certification rates may be impacted 

by performance on licensure exams. Research suggests that teachers of 

color, on average, score lower on licensure tests and have lower passing 

rates than their white counterparts.47 

New Teachers

The racial composition of new teachers entering the teaching profession 

is more diverse than the racial composition of all teachers. In 2011–12, 

while 82 percent of public school teachers were white, 78 percent of 

teachers with three or fewer years of experience were white. While 7 

percent of all teachers were black, 8 percent of all teachers with three 

or fewer years of experience were black. While 8 percent of all teachers 

were Hispanic, 10 percent of all teachers with three or fewer years of 

experience were Hispanic.
26

Figure 22. Percentage distribution of public school teachers for all teachers 

and teachers with three or fewer years of experience, by race/

ethnicity: 2012 

Teachers

Percent

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and 

Staffing Survey (SASS).

SPOTLIGHT: TEACH TOMORROW IN OAKLAND

Teach Tomorrow in Oakland (TTO) is a teacher recruitment and 

development program that aims to place teachers in the classroom 

who reflect the diversity of the local student population by focusing 

their recruitment efforts on all members of the local community. 

The program is the result of a grass-roots movement to diversify 

the Oakland Unified School District (OUSD) teaching workforce and 

a strategic partnership with former U.S. Rep. Ronald Dellums. The 

program recruits OUSD alumni, community members, middle and high 

school students, paraprofessionals, out-of-industry professionals, and 

student teachers who value education, growth, and educating Oakland 

youth. TTO provides educational and financial support for qualified 

TTO cohort members looking to successfully complete the California 

state credentialing requirements and commit to teaching within 

OUSD. Participants attend qualified, accredited university programs 

from May to July for pre-service training and then attend an intensive 

six-week training program before being placed as teacher interns in 

August. During their intern year, participants function as a teacher of 

record while taking classes to earn certification. TTO provides tutoring, 

professional development, and classroom resources throughout the 

program. Participants are often recruited from the communities in which 

the program hopes to place teachers. Funding comes from federal 

grants and district support.
27

Teacher Workforce

Every two years, the U.S. Equal Employment Opportunity Commission 

(EEOC) collects the labor force data on behalf of itself and the 

Department’s Office for Civil Rights on employees’ job category, sex, 

and race from public elementary and secondary school districts with 

100 or more employees. These data serve as a snapshot of the teaching 

workforce and also provide data specifically on new hires. Data from 

the EEOC show that while black and Hispanic teachers made up 8 

and 9 percent of all classroom teachers in 2014, they were not present 

evenly in different geographic categories.48 In inner cities, 12 percent of 

teachers were black and 13 percent were Hispanic. In rural areas, black 

and Hispanic teachers made up only 6 and 5 percent of all classroom 

teachers, respectively. 

Figure 23. Percentage distribution of classroom teachers in geographic 

categories of districts, by race/ethnicity: 2014

Urbanicity

Percent

NOTES: The Other race/ethnicity category includes those who identified as Asian, Native Hawaiian or 

Other Pacific Islander, American Indian or Alaskan Native, or Two or more races.

SOURCE: U.S. Equal Employment Opportunity Commission, data from 2014 EEO-5 Survey.

Data on new hires show that new classroom teachers are more diverse 

than the current teacher workforce overall. In 2014, black teachers 

comprised 11 percent of all new hires while they accounted for only 8 

percent of the total current teaching workforce. Similarly, 10 percent 

of all newly hired classroom teachers were Hispanic, compared to 9 

percent of current classroom teachers. The percentage of newly hired 

black and Hispanic teachers was higher than the percentage of current 

black and Hispanic teachers in every geographical area examined.
28

Figure 24. Percentage distribution of new classroom teachers in geographic 

categories of districts, by race/ethnicity: 2014

Urbanicity

Percent

NOTES: The ‘Other’ race/ethnicity category includes those who identified as Asian or Pacific Islander 

or American Indian or Alaskan Native or Two or more races.

SOURCE: U.S. Equal Employment Opportunity Commission, data from 2014 EEO-5 Survey. 

The EEOC data revealed similar patterns for principals of color 

(including assistant principals) with larger percentages of black and 

Hispanic principals more often found in larger urban areas. While black 

and Hispanic principals accounted for 17 percent and 10 percent of all 

principals, respectively, 23 percent of principals in inner cities were 

black and 15 percent were Hispanic. 

Figure 25. Percentage distribution of principals in geographic categories of 

districts, by race/ethnicity: 2014

Urbanicity

Percent

NOTES: The ‘Other’ race/ethnicity category includes those who identified as Asian or other Pacific 

Islander or American Indian or Alaskan Native or Two or more races.

SOURCE: U.S. Equal Employment Opportunity Commission, data from 2014 EEO-5 Survey. 
29

Data on newly hired principals showed less diversity in newly hired black 

principals than in the existing principal population (15 percent versus 17 

percent). However, the percentage of newly hired Hispanic principals is 

higher than the percentage of current Hispanic principals (10 percent). 

Figure 26. Percentage distribution of new principals, by race and social 

conditions of districts: 2014

Urbanicity

Percent

NOTE: The ‘Other’ race/ethnicity category includes those who identified as Asian, Native Hawaiian or 

Other Pacific Islander, American Indian or Alaskan Native, or Two or more Races.

SOURCE: U.S. Equal Employment Opportunity Commission, data from 2014 EEO-5 Survey. 

Teacher Retention

In the 2012–13 school year, same-school teacher retention49 rates among 

white public school teachers were higher than same-school retention 

rates for black and Hispanic teachers. Eighty-five percent of white 

teachers in 2012–13 taught at the same schools they taught at in the 

2011–12 school year. In comparison, 78 percent of black teachers and 79 

percent of Hispanic teachers in 2012–13 taught at the same schools they 

taught at in the 2011–12 school year.
30

Figure 27. Percentage of public school teachers who remained in the same 

school, by race/ethnicity: School years 2011–12 to 2012–13

Race/ethnicity

Percent

NOTE: Reporting standards not met for American Indian/Alaska Native; either there are too few 

cases for a reliable estimate or the coefficient of variation (CV) is 50 percent or greater.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of 

Education Statistics 2014, Table 210.30. Mobility of public elementary and secondary teachers, by 

selected teacher and school characteristics: Selected years, 1987–88 through 2012–13, available at 

https://nces.ed.gov/programs/digest/d14/tables/dt14_210.30.asp 

 

Recruitment and retention of teachers of color may be affected by the 

larger percent of teachers of color who participate in alternative teacher 

preparation programs. Alternatively prepared teachers tend to work in 

poor urban schools with high proportions of students of color.50 These 

high-poverty schools tend to have higher teacher turnover rates (those 

who leave the profession or “leavers,” and those who move to other 

schools) than low-poverty schools, which may be contributing to the 

lower retention rates of teachers of color.51

SPOTLIGHT: DENVER PUBLIC SCHOOLS

Denver Public Schools has several interconnected efforts to 

advancing equity comprehensively. The district looks to increase 

community conversations about race, privilege, inclusion, and power 

and develop pathways that let it develop and promote talent from 

within. Denver Public Schools also makes efforts to provide better 

systems of coaching and mentorship and examines evaluation 

practices for bias and cultural competence. The district aims to 

invest in leadership development while shaping a culture that lives 

the value of equity, and seeks to be outspoken and out in front on 

questions of equity.
31

CONCLUSION

Despite the suggested benefits of diversity, the elementary and 

secondary educator workforce is still overwhelmingly homogenous. The 

number of potential teachers of color decreases at multiple points in 

the teacher pipeline. If we are to meaningfully increase the diversity of 

the teacher workforce, more must be done, starting with preparation 

and completion, to recruitment and selection, and then placement 

and retention. Making changes at these inflection points will help us 

meaningfully increase diversity. Closing the completion rate between 

white and black education majors, for example, could add another 300 

black bachelor’s degree completions for every 1,000 black aspiring 

teachers.52

The U.S. Department of Education has long championed programs that 

support educational attainment for students at all levels, and many of 

these programs provide targeted support to high-needs schools and 

communities that benefit many students of color. In January 2015, 

President Obama first proposed America’s College Promise, a proposal 

to make the first two years of community college free in participating 

states. Recognizing the unique role that HBCUs and MSIs play in 

creating and advancing educational opportunities for first generation, 

low-income, and underrepresented students, the president’s budget 

for this year expanded this proposal to provide two years of college at 

participating four-year HBCU or MSIs at zero or significantly reduced 

tuition. In addition to continued investments in existing grant programs 

for HBCUs and MSIs, this budget also proposed a new HBCU/MSI 

Innovation for Completion Fund designed to support innovative and 

evidence-based strategies for increasing degree completion at these 

institutions. All of these investments will support the many students 

of color at our nation’s HBCUs and MSIs and reflects the president’s 

commitment to helping these students obtain a degree or credential. 

Higher college completion rates by students of color enlarges the pool 

of potential teachers of color.

The President’s FY17 Budget Request also includes a number of 

proposals that would help increase diversity in the teaching workforce. 

For example, under the Teacher Pathways program, priority would be 

given to applicants that propose to (1) expand teacher preparation 

programs with a strong track record of successfully placing teachers 

in high-need schools and subject areas and whose diverse pool of 

teachers have high retention rates and a demonstrated positive impact 

on student learning, or (2) replicate preparation models, or their 

components, with evidence of promise or effectiveness in preparing 

and placing a diverse pool of effective teachers in high-need schools 

and subject areas or that propose a new model that uses evidencebased practice to improve the effectiveness and diversity of their 

graduates. The program would promote rigorous recruitment practices 

coupled with a competitive selection process.
32

The president’s FY17 budget also included RESPECT: Best Job in the 

World, which could be used to help attract and retain teachers of color 

in high-need schools. This proposal builds on the administration’s 

original RESPECT Initiative, which was based primarily on a commitment 

to meet the needs of teachers and school leaders at important 

stages of their careers, empowering them to rise in their profession 

and take on new responsibilities and leadership roles. However, the 

administration believes that one promising way to meet the needs of 

at-risk students in high-need schools is to build on activities envisioned 

by RESPECT, as well as to fundamentally change the job itself in 

order to attract and keep a diverse set of talented educators in those 

schools. Grants awarded through the Best Job program would provide 

participating districts with the substantial resources needed to (1) create 

advancement opportunities for effective teachers in high-need schools, 

(2) promote equitable access to effective teaching for all students, and 

(3) leverage teacher leadership to improve working conditions and 

create school climates conducive to teaching and learning. All of these 

activities could have a particular focus on teachers of color in order 

to achieve a more diverse workforce, which we know is good for all 

students, especially for students of color and those from low-income 

backgrounds.53

While these initial efforts are important, they are not nearly sufficient. In 

order to reap the benefits of a diverse teaching force, all stakeholders 

must do more to support teachers of color throughout the teacher 

pipeline. From getting more students of color into postsecondary 

education, to ensuring teachers of color are placed and supported in 

their roles in the classroom, improving each step in the process can help 

capitalize on the diversity of our nation.
33

ENDNOTES

1

Hong, Lu, and Scott E. Page. “Groups of diverse problem solvers can outperform groups of highability problem solvers.” Paper edited by William J. Baumol, New York University (2014).

2Barta, Thomas, Markus Kleiner, and Tilo Neumann. “Is there payoff from top-team diversity?” 

McKinsey Quarterly (April 2012).

 http://www.mckinsey.com/business-functions/organization/our-insights/is-there-a-payoff-from-topteam-diversity

3The term “white” in this report refers to a socially constructed category of individuals who selfidentify as white and non-Hispanic. U.S. Department of Education, National Center for Education 

Statistics. “Table 209.10: Number and percentage distribution of teachers in public and private 

elementary and secondary schools, by selected teacher characteristics: Selected years, 1987-88 

through 2011-12.” Digest of Education Statistics, 2013. https://nces.ed.gov/programs/digest/d13/

tables/dt13_209.10.asp

4U.S. Department of Education, National Center for Education Statistics. “Table 209.10: Number 

and percentage distribution of teachers in public and private elementary and secondary schools, 

by selected teacher characteristics: Selected years, 1987-88 through 2011-12.” Digest of Education 

Statistics, 2013. https://nces.ed.gov/programs/digest/d13/tables/dt13_209.10.asp

5“Individuals of color” in this report refer to individuals who do not identify as non-Hispanic white.

6Dee, Thomas. “Teachers, Race, and Student Achievement in a Randomized Experiment.” The Review 

of Economics and Statistics, 86 (2004) 195 -210 .

7Egalite, Anna, Brian Kisida, and Marcus A. Winters. “Representation in the Classroom: The Effect 

of Own-race Teachers on Student Achievement,” Economics of Education Review, 45, (April 2015) 

44–52.

8Dee. 

9Klopfenstein, Kristin. Beyond Test Scores: The Impact of Black Teacher Role Models on Rigorous 

Math Taking. Contemporary Economic Policy, 23 (2005) 416-428.

10Grissom, Jason, and Christopher Redding. “Discretion and Disproportionality: Explaining the 

Underrepresentation of High-Achieving Students of Color in Gifted Programs,” AERA Open, 2 (2016) 

1–25.

11Villegas, Ana María, and Jacqueline Jordan Irvine. “Diversifying the Teaching Force: An Examination 

of Major Arguments.” The Urban Review, 42 (2010) 175–192.

12Boser, Ulrich. ”Teacher Diversity Revisited: A New State-by-State Analysis,” Center for American 

Progress (2014).

13Hussar, William, and Tabitha Bailey. Projections of Education Statistics to 2022 (NCES 2014-051). U.S. 

Department of Education, National Center for Education Statistics. Washington, D.C.: Author (2013).

14The Department of Education does not endorse any program or practice that is mentioned in the 

report. They are included as exemplars only. 

15Based on data from the U.S. Department of Education, National Center for Education Statistics. 

“Public School Teacher Data File,” 1987–88 through 2011–12; “Private School Teacher Data File,” 

1987–88 through 2011–12; and “Charter School Teacher Data File,” 1999–2000. Schools and Staffing 

Survey (SASS).

16Ibid. 

17Ibid. 

18Ibid. 

19Retention refers to teachers who remained at the same school in the subsequent school year. 

20Based on data from the U.S. Department of Education, National Center for Education Statistics, 

2011–12 National Postsecondary Student Aid Study (NPSAS:12).

21U.S. Department of Education, National Center for Education Statistics, “Table 219.30. Public high 

school graduates, by race/ethnicity: 1998–99 through 2023─24.” Digest of Education Statistics, 2013. 

http://nces.ed.gov/programs/digest/d13/tables/dt13_219.30.asp. 
34

22 Values represent the sum of percentages of American Indian or Alaska Native, Asian or Pacific 

Islander, Black or African American, Hispanic/Latino, Native Hawaiian or Other Pacific Islander, 

and Two or More Races. The figures are based on data from U.S. Department of Education, Office 

of Postsecondary Education (2015); Higher Education Act Title II Reporting System; and U.S. 

Department of Education, National Center for Education Statistics. (2015).

23The figures are based on data from the U.S. Department of Education, National Center for 

Education Statistics, 2003-04 Beginning Postsecondary Students Longitudinal Study, Second 

Follow-up (BPS:04/09).

24Retention refers to teachers who remained at the same school in the subsequent school year. 

Based on data from U.S. Department of Education, National Center for Education Statistics, “Current 

and Former Teacher Data Files,” Teacher Follow-up Survey (TFS) 2012–13.

25These percentages include only individuals enrolled in IHE-based teacher preparation programs. 

The numbers are based on data from the U.S. Department of Education, Office of Postsecondary 

Education (2015); the Higher Education Act Title II Reporting System; the U.S. Department of 

Education, National Center for Education Statistics (2015); and the Integrated Postsecondary 

Education Data System (IPEDS).

26Values represent the sum of percentages for black or African American, Hispanic/Latino, Asian 

or Pacific Islander, American Indian or Alaska Native people, and people of Two or more races. The 

figures are based on data from U.S. Department of Education, Office of Postsecondary Education 

(2015); Higher Education Act Title II Reporting System; U.S. Department of Education, National 

Center for Education Statistics (2015), and the Common Core of Data System (CCDS)

27U.S. Department of Education, National Center for Education Statistics, “Racial Enrollment in Public 

Schools,” The Condition of Education, 2015. http://nces.ed.gov/programs/coe/indicator_cge.asp

28U.S. Department of Education, National Center for Education Statistics. “Table 203.50. Enrollment 

and percentage distribution of enrollment in public elementary and secondary schools, by race/

ethnicity and region: Selected years, fall 1995 through fall 2024,” Digest of Education Statistics: 2014. 

29Ibid.

30Ibid.

31The figures are based on data from U.S. Department of Education, National Center for Education 

Statistics Schools and Staffing Survey (SASS), Public Teachers Data File 2011-12.

32Saluja, Gitanjali, Diane M. Early, and Richard M. Clifford. “Demographic Characteristics of Early 

Childhood Teachers and Structural Elements of Early Care and Education in the United States,” Early 

Childhood Research & Practice, 4, 1 (2002).

33U.S. Department of Education, National Center for Education Statistics, “Table 2. Percentage 

distribution of school teachers, by race/ethnicity, school type, and selected school characteristics: 

2007–08,” Schools and Staffing Survey (SASS) (2009). https://nces.ed.gov/pubs2009/2009324/

tables/sass0708_2009324_t12n_02.asp

34Ingersoll, Richard M., and Henry May. Recruitment, retention, and the minority teacher shortage. 

CPRE (Consortium for Policy Research in Education) Research Report #RR-69. (2011).

35New principals are defined as those with three or fewer years of experience as a principal. 

Experienced principals are defined as those with 10 or more years of experience as a principal.

36U.S. Department of Education, National Center for Education Statistics. “Trends in Public and 

Private School Demographics and Qualifications: 1987– 88 to 2011–12,” Stats in Brief (2016). http://

nces.ed.gov/pubs2016/2016189.pdf

37While the focus in this report is on postsecondary preparation and the workforce, the Department 

acknowledges that teacher preparation begins with a strong k–12 education.

38Under Title l of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the 

No Child Left Behind Act, a teacher of core academic subjects had to be highly qualified, i.e. have 

a bachelor’s degree, have state certification or licensure, and demonstrated content knowledge in 

one of the ways the law specified. Schools could hire out-of-field teachers and those on emergency 

certificates, but were required to notify parents in writing that their children were being taught by a 

teacher who was not highly qualified. With enactment in 2015 of the most recent reauthorization of 

the ESEA, in the Every Student Achieves Act, the Department no longer requires states and school 

districts to ensure that its teachers are highly qualified.
35

39The figures are based on data from U.S. Department of Education, Office of Postsecondary 

Education. Higher Education Act Title ll Reporting System.

40See http://sites.ed.gov/whhbcu/one-hundred-and-five-historically-black-colleges-and-universities/

41See http://nces.ed.gov/ipeds/datacenter/Default.aspx

42Minority Serving Institutions for purposes of this report refer to institutions with recent grants from 

the Department in one of the following institutional categories: Predominantly Black Institutions, 

Alaska Native/Native Hawaiian-serving Institutions, Tribal Colleges and Universities, Asian American/

Native American-Pacific Islander-serving Institutions, Hispanic-serving Institutions, and Native 

American Non-Tribal Institutions.

43Simon, Nicole S., Susan Moore Johnson, and Stefanie Reinhorn, Working paper, “The Challenge of 

Recruiting and Hiring the Next Generation of Teachers,” Harvard Graduate School of Education (July 

2015).

44See information about the Baccalaureate and Beyond Longitudinal Study at https://nces.ed.gov/

survey/b&b/about/asp

45Preparation includes but is not limited to (1) taking courses to complete an education degree or 

certification program, (2) taking a national or state-level certification exam, and (3) completing a 

student teaching or teacher practicum assignment. Preparation does not include informal activities 

such as general research.

46Based on data from the U.S. Department of Education, National Center for Education Statistics, 

2008–12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12 ).

47Tyler, Linda et al, Toward Increasing Teacher Diversity: Targeting Support and Intervention for 

Teacher Licensure Candidates. Educational Teaching Services (2011).

48Geographic categories are based on urbanicity data as provided by the 2013 NCHS Urban -Rural 

Classification Scheme (http://www.cdc.gov/nchs/data_access/urban_rural.htm) and are defined as(1) 

Inner City — large central metro counties of metropolitan statistical areas (MSAs) of 1 million or more 

population; (2) Large Suburb large fringe metro counties of MSAs of 1 million or more population; 

(3) Other Metro Areas — medium and small metro counties within MSAs of 50,000–999,999 

population; and (4) Rural — nonmetropolitan areas.

49Retention in this context describes retention at a particular school rather than retention in the 

teaching profession.

50Bireda, Saba., and Robin Chait. “Increasing Teacher Diversity: Strategies to Improve the Teacher 

Workforce.” Center for American Progress (November 2011).

51Allensworth, Elaine, Stephan Ponisciak, and Christopher Mazzeo. “The Schools Teachers Leave: 

Teacher Mobility in Chicago Public Schools.” Consortium on Chicago School Research at the 

University of Chicago (2009). Richard Ingersoll. “Teacher Turnover and Teacher Shortages: An 

Organizational Analysis.” American Educational Research Journal, 38(3), (2001) 499–534; and 

Richard Ingersoll. “Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with 

Qualified Teachers?” Center for American Progress and Institute for American’s Future (2004).

52This estimate is based on data displayed in Figure 15. The estimate assumes the 42 percent 

bachelor’s degree attainment rate for black education majors increases to 73 percent. “Aspiring 

teachers” in this estimate is based on those who were enrolled in a bachelor’s degree education 

major program two years after beginning postsecondary education. Estimates of bachelor’s degree 

attainment rates are based on degree completion in any major or field of study.

53Ehrenberg, R. G., Goldhaber, D. D., & Brewer, D. J. (1995). Do teachers’ race, gender, and ethnicity 

matter? Evidence from the National Education Longitudinal Study of 1988 [Electronic version]. 

Industrial and Labor Relations Review, 48(3), 547-561.; Ehrenberg, Ronald G., and Dominic J. Brewer, 

“Did Teachers’ Verbal Ability and Race Matter in the 1960’s? Coleman Revisited,” Economics of 

Education Review 14 (1995), 1–21.
The Department of Education’s mission is to promote student achievement and preparation for global 

competitiveness by fostering educational excellence and ensuring equal access.

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