Given the evidence of positive effects on students of having at least one teacher who shares their race or ethnicity, state boards of education, other state policymakers, and school leaders need to recognize teachers’ race and ethnicity as markers of teacher quality. Asserting that diversity is a dimension of quality can disrupt practices that privilege one group of students over another and can level the playing field for teachers and students of color, who stand to benefit most from a diverse teaching force.
Teacher Diversity and Student Success
Also In this Issue
Achieving Racial Justice in PreK-12 Education
By John B. King Jr. and Denise ForteProgress is possible. Back to normal is not good enough.
Designing for Equity
By Hal SmithIt takes a whole community to lift up policies and practices that support equity and end those that don't.
Teacher Diversity and Student Success
By Constance A. LindsayState policymakers should name diversity as a marker of teacher quality.
Equity and English Learners Post-Pandemic
By Julie Sugarman and Melissa LazarínState leaders should ramp up supports for EL students and their families.
Racial Justice through Expanded Choice
By Derrell BradfordDecoupling where students receive education from where they live is key to undoing the system's racist roots.
Supporting Youth with the Most Need
By Hailly T.N. KormanFor many, the pandemic has been just one of a host of barriers to a high-quality education.
Engaging Students through Ethnic Studies
By Woody ExleyCalifornia, Connecticut, and Texas broaden their elective offerings.
District of Columbia Embeds Antiracist Lens in Update of Social Studies Standards
By Jessica Sutter and Alexander JueState board tees up a revision process and standards characterized by civic engagement and cultural responsiveness.
i
i
