Disparate Pathways: Understanding Racial Disparities in Teaching

Abstract

Longstanding evidence on the importance of a diverse teacher workforce prompts policymakers to scrutinize existing recruitment pathways. Following Maryland public high-school students over 14 years reveals that early barriers require timely interventions, aiding Black and other students of color in achieving educational milestones that are prerequisites for teacher candidacy (high school graduation, college enrollment). Data projections indicate that, to bring teacher and student demographics in closer alignment, policy solutions must address multiple educational milestones, have substantial effects (20% increases or larger), and specifically target or differentially benefit Black and other students of color. Policy alternatives that rely instead on correlates of race/ethnicity (socioeconomic status, geography) fare much better than race-neutral approaches but require larger policy impacts over 30%.