Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/295951 
Year of Publication: 
2024
Series/Report no.: 
IZA Discussion Papers No. 16928
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
Mounting evidence supporting the advantages of a diverse teacher workforce prompts policymakers to scrutinize existing recruitment pathways. Following four cohorts of Maryland public high-school students over 12 years reveals several insights. Early barriers require timely interventions, aiding students of color in achieving educational milestones that are prerequisites for teacher candidacy (high school graduation, college enrollment). While alternative pathways that bypass traditional undergraduate teacher preparation may help, current approaches still show persistent racial disparities. Data simulations underscore the need for race-conscious policies specifically targeting or differentially benefiting students of color, as race-neutral strategies have minimal impact. Ultimately, multiple race-conscious policy solutions addressing various educational milestones must demonstrate significant effects—approximately 30% increases—to reshape the teacher workforce to align with student body demographics.
Subjects: 
teacher diversity
teacher labor markets
JEL: 
I2
J2
J4
Document Type: 
Working Paper

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