Nov 20, 2017, 7:03 PM
(from Brookings) A couple of recent studies analyze the disparities between the racial make-up of American schoolchildren and the teaching force. Why this is so and why it matters are the questions recent papers attempt to answer. “Diversifying the Classroom: Examining the Teacher Pipeline” seeks to understand where the gaps are in the teacher pipeline. One conclusion: many minority students do not finish school, making it difficult to become a teacher so increasing the number of minority college graduates is important. Why? Yet another study, “The Long-Run Impacts of Same-Race Teachers,” showed, among other things, that “if a black male student has at least one black teacher in the third, fourth, or fifth grade, he is significantly less likely to drop out of high school and more likely to aspire to attend a four-year college.”
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