View in EDS

Supporting and Sustaining a Diverse Teacher Workforce

Saved in:
Bibliographic Details
Title: Supporting and Sustaining a Diverse Teacher Workforce
Language: English
Authors: Desiree Carver-Thomas, Melanie Leung-Gagné, Emma García, Learning Policy Institute
Source: Learning Policy Institute. 2025.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 83
Publication Date: 2025
Intended Audience: Policymakers
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Federal Legislation, Higher Education, Educational Legislation, National Surveys, Elementary Secondary Education, Teacher Surveys, Minority Group Teachers, Diversity (Faculty), Teaching Experience, Race, Ethnicity, Disproportionate Representation, Teacher Attitudes, Teacher Persistence, Faculty Mobility, Teaching Conditions, Preservice Teacher Education, Preservice Teachers, Alternative Teacher Certification, Access to Education, Teacher Salaries, Mentors, Faculty Development, Beginning Teachers, Educational Policy, Teacher Education Programs, Public School Teachers, Sustainability
Laws, Policies and Program Identifiers: Higher Education Act Title II
Assessment and Survey Identifiers: National Teacher and Principal Survey (NCES)
Abstract: A growing body of research demonstrates the vital importance of a diverse teacher workforce that can support student achievement and school climate, while enriching the whole school environment. Despite growing recognition of the importance of building a more racially and ethnically diverse teacher workforce, the teacher workforce plateaued at about 20% teachers of color between 2017 and 2020, raising questions about how teachers of color are entering the profession, how they experience teaching, and what would sustain them in the classroom. Using nationally representative teacher survey data, this study investigates the representation of teachers of color in the workforce--who stays, who leaves, and who would like to leave--and the conditions associated with their retention. The study primarily draws on data from the 2017-18 and 2020-21 National Teacher and Principal Survey (NTPS), the 2021-22 Teacher Follow-up Survey (TFS), and teacher education data from 2008-09 to 2020-21 collected pursuant to Title II of the Higher Education Act. Although recruiting more teachers of color into the profession can help to increase the diversity of the workforce, it is equally important to retain those teachers and the veteran teachers of color who are already in classrooms. Through descriptive analyses, this study finds that teachers of color were less likely to have access to the conditions associated with longevity in the profession. Teachers of color, compared to their peers, entered the profession through pathways offering less preservice preparation, taught in more challenging school settings, and reported limited access to competitive compensation and supportive mentoring. They were more likely to face higher financial burdens throughout preparation and while they were teachers, and they reported a high level of stress related to their debt. All these factors are associated with higher turnover rates. Indeed, teachers of color were more likely than White teachers to consider transferring schools or leaving the teaching profession entirely. Policymakers could work to provide more teachers, including teachers of color, with the resources that are shown to improve retention for all teachers.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED678918
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED678918
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED678918
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Supporting and Sustaining a Diverse Teacher Workforce
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Desiree+Carver-Thomas%22">Desiree Carver-Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Melanie+Leung-Gagné%22">Melanie Leung-Gagné</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+García%22">Emma García</searchLink><br /><searchLink fieldCode="AR" term="%22Learning+Policy+Institute%22">Learning Policy Institute</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+Policy+Institute%22"><i>Learning Policy Institute</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 83
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Policymakers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22National+Surveys%22">National Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+%28Faculty%29%22">Diversity (Faculty)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Salaries%22">Teacher Salaries</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Higher+Education+Act+Title+II%22">Higher Education Act Title II</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22National+Teacher+and+Principal+Survey+%28NCES%29%22">National Teacher and Principal Survey (NCES)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A growing body of research demonstrates the vital importance of a diverse teacher workforce that can support student achievement and school climate, while enriching the whole school environment. Despite growing recognition of the importance of building a more racially and ethnically diverse teacher workforce, the teacher workforce plateaued at about 20% teachers of color between 2017 and 2020, raising questions about how teachers of color are entering the profession, how they experience teaching, and what would sustain them in the classroom. Using nationally representative teacher survey data, this study investigates the representation of teachers of color in the workforce--who stays, who leaves, and who would like to leave--and the conditions associated with their retention. The study primarily draws on data from the 2017-18 and 2020-21 National Teacher and Principal Survey (NTPS), the 2021-22 Teacher Follow-up Survey (TFS), and teacher education data from 2008-09 to 2020-21 collected pursuant to Title II of the Higher Education Act. Although recruiting more teachers of color into the profession can help to increase the diversity of the workforce, it is equally important to retain those teachers and the veteran teachers of color who are already in classrooms. Through descriptive analyses, this study finds that teachers of color were less likely to have access to the conditions associated with longevity in the profession. Teachers of color, compared to their peers, entered the profession through pathways offering less preservice preparation, taught in more challenging school settings, and reported limited access to competitive compensation and supportive mentoring. They were more likely to face higher financial burdens throughout preparation and while they were teachers, and they reported a high level of stress related to their debt. All these factors are associated with higher turnover rates. Indeed, teachers of color were more likely than White teachers to consider transferring schools or leaving the teaching profession entirely. Policymakers could work to provide more teachers, including teachers of color, with the resources that are shown to improve retention for all teachers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED678918
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678918
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 83
    Subjects:
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: National Surveys
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Diversity (Faculty)
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Alternative Teacher Certification
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Teacher Salaries
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Higher Education Act Title II
        Type: general
      – SubjectFull: National Teacher and Principal Survey (NCES)
        Type: general
    Titles:
      – TitleFull: Supporting and Sustaining a Diverse Teacher Workforce
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Learning Policy Institute
      – PersonEntity:
          Name:
            NameFull: Desiree Carver-Thomas
      – PersonEntity:
          Name:
            NameFull: Melanie Leung-Gagné
      – PersonEntity:
          Name:
            NameFull: Emma García
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Learning Policy Institute
              Type: main
ResultId 1