Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/295951 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 16928
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
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.
Schlagwörter: 
teacher diversity
teacher labor markets
JEL: 
I2
J2
J4
Dokumentart: 
Working Paper

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