When students of color are taught by a representative teaching workforce, they are held to higher expectations academically and are less likely to be suspended from
school. In Connecticut, despite a significant commitment to diversifying the educator workforce, that effort has, unfortunately, not kept up with the rate at which the state is welcoming an increasingly diverse student population.
Our analysis explores the scope of this stubborn problem by comparing the demographic makeup of student and teacher populations across the state and within individual districts.
Commentaires