They must explicitly make a commitment to doing so.ĭistricts, such as Winston-Salem/Forsyth County in North Carolina and Jefferson County Public Schools in Louisville, Ky., for example, have adopted racial equity policies that list recruiting and retaining an effective diverse workforce among their goals. It’s not enough for school systems to say they desire a diverse workforce.
Don’t just name the problem, commit to fixing it Education Week looked at concrete approaches that are working for some districts as they work to close these chronic gaps. Yet, if they’re willing to look and devote time and resources to the effort, districts have several tools at their disposal to attract and retain more leaders of color. It’s been on the back burner for a while.” Schools “are growing more and more racially diverse by the year, and we are just not keeping up in the education workforce,” said Diarese George, the founder and executive director of the Tennessee Educators of Color Alliance, who was also the first Black teacher to be hired in the Clarksville School District. There’s an especially yawning gap between the growing Hispanic student enrollment and Hispanic leaders of color: Hispanic students accounted for 27 percent of public-school students in the fall of 2019, while only 9 percent of principals were from the same background that year, according to federal data.
Still, while 54 percent of students in public schools nationwide are nonwhite, nearly 80 percent of principals are white. Research continues to show the benefits of educators of color on all students and the positive effects of same-race principals on students and teachers of color-more Black students in advanced courses, higher math scores, and the hiring of more Black teachers, for example.
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