teachers of color

How diverse is the teaching force in your district? A new analysis highlights the gap between students and teachers of color

PHOTO: Stephanie Snyder

Maria Siskar vividly remembers when she was in 8th grade the grade she now teaches at Girls Prep Bronx Middle School.

She had just moved from Venezuela to Florida, but didn’t have immigration papers and couldn’t speak English. Today, many of her students can relate to her story when she tells it to them especially those who are undocumented immigrants themselves. Will my parents be able to stay in the country? some ask her. Will I be able to attend college?

“My own role of being Latina, it has helped me make more of a connection with my girls,” Siskar said. “They see me as one of them.”

Siskar’s bond with her students is backed by research: While students of color can develop deep ties with any teacher, there is evidence that having a teacher who resembles them can help improve their test scores, provide them a role model, and raise expectations of what they can accomplish.

Yet in New York City, as in districts across the country, there is a glaring disconnect between many students’ race or ethnicity and their teachers’: While 83 percent of New York City students are Asian, black or Latino, only 39 percent of teachers are, according to 2015-16 state data compiled by Education Trust-New York, an advocacy group that tries to improve outcomes for students of color. (Education Trust and Chalkbeat both receive funding from the Gates Foundation.)

“We know from powerful national research the importance of an educator workforce that is highly skilled, well-prepared, and diverse,” said Ian Rosenblum, the group’s executive director.

Below are five big takeaways from the data, along with a searchable database of student and teacher demographics in each of the city’s 32 community districts and every borough. 

(Sam Park | Chalkbeat)

1.) The biggest gap is between Latino students and teachers.

As the share of Latino and Asian students in New York City has climbed in recent decades, the number of teachers from those groups has not kept up.

According to the analysis, 41 percent of city students are Latino while only 15 of teachers are a 26 percentage-point gap. By contrast, the black student-teacher gap is 9 points and the Asian gap is 10 points.

This phenomenon holds across all five boroughs. In Brooklyn, the Bronx, and Manhattan, the share of Latino students is more than double that of teachers; in Queens and Staten Island, there are three times more Latino students than teachers.

 

2.) A striking number of schools have no Asian, black, or Latino teachers.

If teachers of color are underrepresented across the school system, certain groups are not represented at all at scores of schools.

A full 88 schools (6 percent) have no Latino teachers, 144 schools (9 percent) lack a single black teacher, and 327 schools (21 percent) have zero Asian teachers on staff.

3.) White students miss out on educator diversity too   

(Sam Park | Chalkbeat)

White students are especially likely to learn in schools without any non-white teachers further isolating students who may already have limited exposure to students of different races.

Five percent of white students attend schools without any Latino teachers, 19 percent have no black teachers, and 16 percent have no Asian teachers.

Without teacher diversity, white students like their non-white peers may be ill-equipped to enter increasingly diverse workplaces, said Rosenblum of EdTrust-NY.

“It’s important that all students see people of color in positions of authority,” he said. “Especially if you think about the fact that there are so many highly segregated schools where students may not interact with many peers of other races or ethnicities.”  

4.) Charter schools have a higher share of teachers of color, but a larger gap student-teacher gap.

For charter schools, there’s good and bad news.

On the plus side, charter schools have a slightly higher percentage of non-white teachers (43%) than district schools (39%).

However, because charter schools overall serve a higher share of students of color, the gap between their teaching force and students is larger: 94 percent of charter school students are Asian, black or Latino, while just 43 percent of their teachers are non-white — a 51 percentage-point gap.

5.) Some districts have many Asian students but few Asian teachers.

(Sam Park | Chalkbeat)

Along with Latinos, Asians are one of the city’s fastest-growing student groups. While the share of black and white students has declined since 1990, the share of Asian students has doubled, to 16 percent.

Yet as with Latinos the teaching force does not reflect this change. Today, Asians make up a large share of students in parts of the city, yet they see few teachers who look like them.

Take two districts in Queens: District 25 in North Queens and District 26 located on the edge of Nassau County. While about half the students in each district are Asian, only 11 percent of teachers are. Similar disparities exist in other areas of the city, like in Brooklyn’s District 20.

Use the tool below to find the percentage of students and teachers in your district and borough broken down by race/ethnicity. You can also see the citywide rates, and the rates for district and charter schools. 

IPS School Board Race 2018

Indiana teachers union spends big on Indianapolis Public Schools in election

PHOTO: Dylan Peers McCoy/Chalkbeat
IPS board candidate signs

The political arm of Indiana’s largest teachers union is spending big on the Indianapolis Public Schools board. The group donated $68,400 to three candidates vying for seats on the board this November, according to pre-election campaign finance disclosures released Friday.

The three candidates — Susan Collins, Michele Lorbieski, and Taria Slack — have all expressed criticism of the current board and the leadership of Superintendent Lewis Ferebee. Although that criticism touches on many issues, one particular bone of contention is the district’s embrace of innovation schools, independent campuses that are run by charter or nonprofit operators but remain under the district’s umbrella. Teachers at those schools are employed by the school operators, so they cannot join the union.

The trio was also endorsed by the IPS Community Coalition, a local group that has received funding from a national teachers union.

It’s not unusual for teachers unions to spend on school board elections. In 2016, the union contributed $15,000 to an unsuccessful at-large candidate for the Indianapolis Public Schools board. But $68,400 dwarfs that contribution. Those disclosures do not capture the full spending on the election. The three candidates endorsed by Stand for Children Indiana — Mary Ann Sullivan, Dorene Rodríguez Hoops, and Evan Hawkins — are likely getting significant unreported benefits.

Stand for Children, which supports innovation schools, typically sends mailers and hires campaign workers to support the candidates it endorses. But it is not required to disclose all of its political activity because it is an independent expenditure committee, also known as a 501(c)(4), for the tax code section that covers it. The group did not immediately respond to a request for information on how much it is spending on this race.

The candidates’ fundraising varied widely in the reporting period, which covered the period from April 14 to Oct. 12, with Taria Slack bringing in $28,950 and Joanna Krumel raising $200. In recent years, candidates have been raising significantly more money than had been common. But one recent candidate managed to win on a shoestring: Elizabeth Gore won an at-large seat in 2016 after raising about $1,200.

Read more: See candidates’ answers to a Chalkbeat survey

One part of Stand for Children’s spending became visible this year when it gave directly to tax campaigns. The group contributed $188,842 to the campaign for two tax referendums to raise money for Indianapolis Public Schools. That includes a $100,000 donation that was announced in August and about $88,842 worth of in-kind contributions such as mailers. The group has a team of campaign workers who have been going door-to-door for months.

The district is seeking to persuade voters to support two tax increases. One would raise $220 million for operating funds, such as teacher salaries, over eight years. A second measure would raise $52 million for building improvements. Donations from Stand for Children largely power the Vote Yes for IPS campaign, which raised a total of $201,717. The Indiana teachers union also contributed $5,000.

Here are the details on how much each candidate has raised and some of the notable contributions:

At large

Incumbent Mary Ann Sullivan, a former Democrat state lawmaker, raised $7,054. Her largest contribution came from the Indy Chamber Business Advocacy Committee, which donated $4,670. She also received $1,000 from Steel House, a metal warehouse run by businessman Reid Litwack. She also received several donations of $250 or less.

Retired Indianapolis Public Schools teacher Susan Collins, who is one of the candidates supported by the union, raised $16,422. The Indiana Political Action Committee for Education contributed $15,000. She also received several donations of $200 or less.

Ceramics studio owner and Indianapolis Public Schools parent Joanna Krumel raised $200. Her largest contribution, $100, came from James W. Hill.

District 3

Marian University Executive Director of Facilities and Procurement and Indianapolis Public Schools parent Evan Hawkins raised $22,037. His largest contributions from individuals were from businessmen Allan Hubbard, who donated $5,000, and Litwack, who donated $2,500. The Indy Chamber Business Advocacy Committee contributed $4,670 and web design valued at $330. He also received several donations of $1,000 or less. His donors included IPS board member Venita Moore, retiring IPS board member Kelly Bentley’s campaign, and the CEO of The Mind Trust, Brandon Brown.

Frost Brown Todd trial attorney and Indianapolis Public Schools parent Michele Lorbieski, who is one of the candidates supported by the union, raised $27,345. The Indiana Political Action Committee for Education contributed $24,900. She also received several contributions of $250 or less.

Pike Township schools Director of Information Services Sherry Shelton raised $1,763, primarily from money she contributed. David Green contributed $116.

District 5

Incumbent Dorene Rodríguez Hoops, an Indianapolis Public Schools parent, raised $16,006. Her largest contributors include Hubbard, who donated $5,000; the Indy Chamber Business Advocacy Committee, which gave $4,670 and web design valued at $330; and the MIBOR PAC, which contributed $1,000. She also received several contributions of $500 or less, including from Bentley.

Federal employee and Indianapolis Public Schools parent Taria Slack, who is one of the candidates supported by the union, raised $28,950. The Indiana Political Action Committee for Education contributed $28,500.

Innovation zone

Two more Denver schools win additional freedom from district rules

PHOTO: J. Zubrzycki/Chalkbeat
Alex Magaña, then principal at Grant Beacon Middle School, greeted students as they moved between classes in 2015.

Two more Denver schools this week won more flexibility in how they spend their money and time. The schools will create a new “innovation zone,” bringing the district’s number of quasi-autonomous zones to three.

The Denver school board on Thursday unanimously approved the schools’ application to operate more independently from district rules, starting in January.

The new zone will include Grant Beacon Middle School in south Denver and Kepner Beacon Middle School in southwest Denver. The two schools are high-performing by the district’s standards and follow a model that allows students to learn at their own pace.

With just two schools, the zone will be the district’s smallest, though Beacon leaders have signaled their intent to compete to open a third school in the growing Stapleton neighborhood, where the district has said it will need more capacity. The district’s other two innovation zones have four and five schools each.

Schools in zones are still district schools, but they can opt out of paying for certain district services and instead spend that money on things that meet their specific needs, such as additional teachers or aides. Zones can also form nonprofit organizations with their own boards of directors that provide academic and operational oversight, and help raise extra dollars to support the schools.

The new zone, called the Beacon Schools Network Innovation Zone, will have a five-member board of directors that includes one current parent, two former parents, and two community members whose professional work is related to education.

The zone will also have a teacher council and a parent council that will provide feedback to its board but whose members won’t be able to vote on decisions.

Some Denver school board members questioned the makeup of the zone’s board.

“I’m wondering about what kinds of steps you’re going to take to ensure there is a greater representation of people who live and reside in southwest Denver,” where Kepner Beacon is located, asked school board member Angela Cobián, who represents the region. She also asked about a greater representation of current parents on the board.

Alex Magaña, who serves as executive principal over the Beacon schools and will lead the new zone, said he expects the board to expand to seven members within a year. He also said the parent council will play a key role even if its members can’t vote.

“The parent council is a strong influence,” he said. “If the parent council is not happy, that’s going to be impacting both of the schools. I don’t want to undersell that.”

Other Denver school board members questioned the zone’s finances and how dependent it would be on fundraising. A district summary of the zone’s application notes that the zone’s budget relies on $1.68 million in foundation revenue over the next 5½ years.

Magaña said the zone would eventually seek to expand to four schools, which would make it more financially stable. As for philanthropic dollars, he said the zone would work to ensure any loss of revenue doesn’t hurt the schools’ unique programs or enrichment.

“I can’t emphasize enough that it won’t impact the schools,” he said.

Ultimately, Denver school board members said they have confidence in the Beacon model and look forward to seeing what its leaders do with their increased autonomy.