percentages that are greater, by a factor of over 50%, than the percentages of
African-American classroom teachers, and Latino students are represented in
percentages that are greater, by a factor of nearly 66%, than the percentages of Latino
been declining steadily since 2000.
teachers have been declining since 2002, although the rate of decline has been faster
for students than classroom teachers.
[Principals and Assistant Principals] has increased since 2000.
schools have been steadily increasing since 2000.
declining since 2002.
Assistant Principals] have increased since 2000.
teachers newly hired in NYC public schools steadily increased from 1990 to 2002, only to
decline under the tenure of Chancellor Joel Klein every year since then.
hired in NYC public schools steadily increased from 1990 to 2001, only to enter into a
general decline under the tenure of Chancellor Joel Klein since then
Teaching Fellows and the composition of TFA and Teaching Fellows cohorts in order to
ascertain if these programs were contributing to the decline in African-American and
Latino classroom teachers, and found that although both programs recruited a majority
of white teachers, there existed a marked disparity in the numbers, with the 2009 New
York City cohort of Teach for America including only 8% African-American and 10%
Latino teachers, while the 2010 cohort of NYC Teaching Fellows was 20%
African-American and 17% Latino.
Teaching Fellows to the percentages of teachers of color which existed in the initial pool
from which each program recruited their potential teachers - the NYC Teaching Fellows
recruited from a university pool which included five public (state and city) universities
with a greater proportion of African-American and Latino students (over 25% of the
student body), while Teach for America recruited from only two such universities, both
located on the west coast.
prominent and larger historically black colleges - Spellman College and Morehouse
College - to test the hypothesis that recruitment at such colleges would yield more new
teachers of color, and found that unfortunately, the overwhelming majority of students
at these schools majored in subjects that are not considered relevant areas for teachers
(i.e., Engineering or Pre-Medicine as opposed to Education, Mathematics or English).
black colleges prepared for a teaching career, recruitment targeted at them would not
meaningfully increase the numbers of new teachers of diverse backgrounds, and that
instead, recruitment needed to be focused on public universities with significant
numbers of African-American and Latino students with appropriate majors for teaching