September 2021
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Volume 21, No. 3
Teacher Diversity and Student Success
State policymakers should name diversity as a marker of teacher quality.State Boards Seek Increased Educator Diversity
This NASBE analysis highlights four states—Connecticut, Kentucky, Massachusetts, and North Carolina—that have taken significant steps to increase educator diversity.Supporting a Diverse Early Childhood Workforce for Dual Language Learners
This NASBE policy update urges state boards of education to adopt a vision for supporting young DLLs that includes developing the cultural and linguistic competence of the ECE workforce.Filling the Educator Pipeline
Educator shortages and the lack of diversity in the teacher workforce are growing concerns for state leaders across the United States. Earlier this spring, NASBE published an analysis highlighting state efforts in Connecticut, Kentucky, Massachusetts, and North Carolina to increase educator diversity. Join NASBE on Wednesday, August 25, as we discuss “filling the educator pipeline” […]Partner Resource
The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership
The number of assistant principals has grown markedly in recent years, and with reconsideration, the AP role could do more to help foster educational equity, school improvement and principal effectiveness, according to a new synthesis of research commissioned by The Wallace Foundation.Teacher Diversity and Student Success
State policymakers should name diversity as a marker of teacher quality.
read moreWhich Teacher Recruitment, Retention Strategies Pay Off Amid COVID-19?
K-12 Dive covers the recent NASBE webinar “Filling the Educator Pipeline.” In a webinar hosted Wednesday by the National Association of State Boards of Education, HR and talent professionals from state and local education agencies said strategies such as increasing pathways to certification, supporting principals and building leaders around talent management, and providing internal […]
read moreFilling the Educator Pipeline
Educator shortages and the lack of diversity in the teacher workforce are growing concerns for state leaders across the United States. Earlier this spring, NASBE published an analysis highlighting state efforts in Connecticut, Kentucky, Massachusetts, and North Carolina to increase educator diversity. Join NASBE on Wednesday, August 25, as we discuss “filling the educator pipeline” […]
read morePrincipal Impact: Exploring New Research and Policy Implications
Join NASBE as we explore the findings from this important research with the authors and have a conversation about preparing and supporting a high-quality principal workforce and the implications for state policymakers.
read moreState Boards Seek Increased Educator Diversity
This NASBE analysis highlights four states—Connecticut, Kentucky, Massachusetts, and North Carolina—that have taken significant steps to increase educator diversity.
read moreConnecticut, Kentucky, Massachusetts, and North Carolina Take Steps to Increase Educator Diversity
Alexandria, VA – Over half of U.S. public school students are nonwhite, yet only 8 percent of teachers and school leaders are people of color. Black and Latino students are more likely to be academically successful, graduate from high school, and attend college when they are being taught by educators who look like them. A […]
read moreSupporting a Diverse Early Childhood Workforce for Dual Language Learners
This NASBE policy update urges state boards of education to adopt a vision for supporting young DLLs that includes developing the cultural and linguistic competence of the ECE workforce.
read moreWill New Teacher Equity Plans Get Closer to the Mark?
According to the US Department of Education’s Civil Rights Data Collection, nearly 96 percent of our nation’s public school teachers are licensed and certified. So why are over a half a million low-income and minority students still being taught in schools with the highest percentages of unqualified and inexperienced teachers? A new NASBE Policy Update explores teacher equity and why state policymakers need to start paying closer attention.
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