Minority teachers are disproportionately employed in high-poverty, high-minority, urban public schools¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? In 2011–12, about two-thirds of minority public school teachers worked in high-minority schools and a similar proportion in high-poverty schools. → Ingersoll 2017 q2 i? Minority teachers were two to three times more likely than nonminority teachers to work in such schools; only 3% worked in low-minority schools. → Ingersoll 2017

Evidence¶

Ingersoll 2017¶

Ingersoll, R., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/minority-teacher-recruitment

q2 · i? · associational · r2

Cross-tabulation of 2011–12 SASS data by school type (Table 3, Figure 4). The report found "almost two-thirds of minority teachers worked in schools serving predominantly minority students" and a similar share in high-poverty schools, versus 21% of nonminority teachers in high-minority schools.

"For example, almost two-thirds of minority teachers worked in schools serving predominantly minority students. A similar proportion was employed in high-poverty schools."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Teacher shortages fall disproportionately on high-poverty and high-minority schools, which had four times as many uncertified teachers in 2013–14 — related
• In 2016, schools with high enrollment of students of color were four times as likely to employ uncertified teachers as schools with low enrollment of students of color — related
• State-level disparities in access to certified and experienced teachers vary greatly, with some states showing two to three times as many uncertified or inexperienced teachers in high-enrollment schools — related
• California students in low-SES schools are about ten times as likely as students in high-SES schools to be taught by uncertified teachers — related
• From 1987 to 2012 the number of U.S. minority teachers more than doubled, growing faster than nonminority teachers and minority students — related
• A student-teacher racial/ethnic parity gap persists: in 2011–12, 44% of students but only 17.3% of teachers were minority
• Teachers of color face retention pressures including placement in high-poverty schools, pigeonholing into race-based roles, undervalued ideas, and an unrecognized invisible tax of extra duties. — related