ON-Lion Letter

Examining the low number of minority teachers, an August paper co-authored by two researchers from the National Council on Teacher Quality (NCTQ) and two from the Brookings Institution examines four key moments along the teacher pipeline -- college attendance and completion, majoring in education or pursuing another teacher preparation pathway, hiring into a teaching position, and staying in teaching year after year.  They find that current and potential minority teachers disproportionately exit from the teaching pipeline at each of those four points.  

"High hopes and harsh realities" was researched and written by Hannah Putnam, NCTQ’s director of research; Michael Hannah, director of the Brookings Institution’s Brown Center on Education Policy; Kate Walsh, NCTQ’s president; and Diana Quintero, a Brown Center research assistant.  

Interest in a teaching career among minority college students and graduates is lower than whites, according to their paper.  Ninety-five percent of white graduates majoring in education express an interest in teaching, compared to 76% of black graduates.  

White teachers stay in the classroom at statistically significant higher rates than their black and Hispanic colleagues, the paper also reports.  

While it did not fund research for this paper specifically, Milwaukee's Lynde and Harry Bradley Foundation substantially supports NCTQ.

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