Diversifying the special education teacher workforce could benefit US schools – The Conversation

Diversity in Special Education Teachers and Its Impact on Student Outcomes

Overview of Teacher Demographics and Student Diversity

Research indicates that teachers of color have a positive impact on all students, including students of color with disabilities. However, the special education teacher workforce in the United States remains overwhelmingly white. In 2012, approximately 80% of public school teachers, including special education teachers, were white, while less than 20% were teachers of color. In contrast, students of color made up 47% of those diagnosed with disabilities in the same year.

Recent studies analyzing multiple national datasets reveal that the proportion of special education teachers of color has remained static despite the increasing diversity of the student population. Between 2012 and 2021, the percentage of special education teachers of color increased marginally from 16.5% to 17.1%, whereas students of color with disabilities rose from 47.3% to 53.9%. This trend indicates a growing disparity, with the special education teacher workforce becoming less representative of the student population over time.

To achieve representativeness, U.S. schools would need to triple the number of special education teachers of color.

Significance of a Diverse Teacher Workforce

A diverse teacher workforce aligns with the Sustainable Development Goal 4 (Quality Education) and Goal 10 (Reduced Inequalities) by promoting inclusive and equitable quality education. Research demonstrates that teachers of color are, on average, more effective in providing positive educational experiences and outcomes for students of color, including those with disabilities.

• Low-income Black male students who had at least one Black teacher in grades 3 to 5 were 39% less likely to drop out of high school and 29% more likely to enroll in college.
• Teachers of color are equally or sometimes more effective than white teachers in educating white students.

Pathways to Increase Teacher Diversity

Efforts to enhance teacher diversity contribute to achieving SDG 4 by ensuring inclusive education for all. The United States has institutions and programs dedicated to recruiting and retaining educators of color, including:

1. Programs at historically Black colleges and universities, Hispanic-serving institutions, and other minority-serving institutions that prepare a substantial number of new teachers of color annually.
2. Local initiatives such as Grow Your Own programs that recruit effective teachers of color from local communities.
3. Teacher residency programs that support retention of teachers of color.
4. Scholarships and loan forgiveness programs aimed at supporting all teachers, including teachers of color.

Despite these initiatives, the educator workforce faces challenges such as declining interest in the teaching profession and reduced enrollment in teacher preparation programs. Without significant investments, the workforce is likely to remain predominantly white, adversely affecting students with disabilities.

Impact of Policy Changes on Teacher Diversity

Recent federal policy actions have undermined efforts to increase teacher diversity, conflicting with SDG 4 and SDG 10 objectives. The Trump administration’s efforts to end diversity, equity, and inclusion (DEI) programs included:

• Cancellation of over $600 million in grant funding for teacher pipeline programs designed to develop a diverse educator workforce.
• Reduction of millions of dollars allocated for training teachers to work in underfunded, high-poverty schools.
• Threats to cut additional funding for universities engaged in equity-based work.

These actions risk diminishing the capacity of the teacher workforce to address challenges such as declining interest in teaching and persistent racial disparities in student outcomes.

Recommendations for Supporting Teacher Diversity

In light of the evidence supporting the benefits of teachers of color and the trends identified, federal and state investments should prioritize:

• Supporting prospective teachers of color through funding and program development.
• Strengthening pathways such as minority-serving institutions and local recruitment initiatives.
• Ensuring equitable access to teacher preparation and retention programs.

These measures are essential to advancing the Sustainable Development Goals by promoting inclusive, equitable, and quality education for all students, particularly those with disabilities.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on the diversity of the special education teacher workforce and its impact on educational outcomes, particularly for students of color with disabilities.
   • It highlights the need for equitable and inclusive education and improving teacher recruitment and retention.
2. SDG 10: Reduced Inequalities
   • The article discusses racial disparities in teacher representation and student outcomes, emphasizing the importance of reducing inequalities in education.
   • It addresses systemic barriers faced by teachers and students of color.
3. SDG 5: Gender Equality
   • While not explicitly discussed, the focus on diversity and inclusion in education workforce may implicitly support gender equality efforts within the teaching profession.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.c: Increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities and children of color.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of race, ethnicity or disability status.

3. Indicators Mentioned or Implied to Measure Progress

1. Proportion of special education teachers who are people of color
   • The article provides data on the percentage of special education teachers of color (16.5% in 2012 and 17.1% in 2021), which can serve as an indicator of workforce diversity.
2. Percentage of students with disabilities who are students of color
   • The article cites the share of students with disabilities who are students of color (47.3% in 2012 and 53.9% in 2021), indicating the demographic composition of the student population.
3. Teacher recruitment and retention rates for educators of color
   • Implied through discussion of programs like Grow Your Own and teacher residency programs aimed at recruiting and retaining teachers of color.
4. Funding levels for teacher diversity programs
   • The article mentions cuts in grant funding for diversity and equity programs, which can be tracked as an indicator of support for workforce diversification.
5. Student educational outcomes by teacher race
   • Implied through references to studies showing improved outcomes for students of color taught by teachers of color (e.g., dropout rates, college enrollment).

4. Table: SDGs, Targets and Indicators

Source: theconversation.com