Buffalo and Rochester Try to Diversify Their Teaching Force
Time and again, year after year, month after month, reporters and opinion writers uncritically repeat these tales of woe: Oh no! We have no teachers of color!
The reasons are always uncertain or, as in this new story, not even offered. Mention of the unending, unceasing efforts to diversify will be made. But rarely do these stories ever even tiptoe towards truthful.
At best the story might barely hint that the lack might involve the challenging (to some) credential tests.
In every standardized test of knowledge known to humankind, blacks and Hispanics score, on average, lower than whites and Asians. But state after state boosts its teaching credential cut score, convinced that they must raise teacher quality.
And then, oh woe! We have no teachers of color!!
Yes, it’s a mystery. Say, for example, a catastrophic flood closes a city down, and the city takes the opportunity to fire 7,000 teachers (about 5,000 were black). Because hey, what an opportunity! Don’t let that disaster go to waste. While education reformers and politicians celebrate the new, better, and oh so very much whiter teachers in their new, improved, city, the matched test scores show no improvement (green line) and while the post-flood scores of a different, not nearly as poor, population are improved, the district is still extremely low scoring. And 5,000 teachers, give or take–about 1% of the black teaching population–are out of work.
But oh woe! We have no teachers of color!
The stories don’t even provide the happy news. Did you know that 14.3% of the 954,000 education administrators are black? Black principals and other various boss folks outnumber black high school teachers (8% of 1.08 million). There are roughly the same number of Hispanic administrators as high school academic teachers. (BLS Stats).
Clearly, many black and Hispanic teachers prefer more money and better pensions in the world of “education administrators of color”, which represent 25% of the whole. Just 75% of education administrators are white.
And still oh woe! We have no teachers of color.
Education reporters and analysts either don’t know or don’t want to talk about the link between the scarcity of non-white teachers and states’ persistent raising of the minimumm qualifying score for teacher credential tests. Difficult to say, in so many words, that higher required test scores lead unequivocally to lower black and Hispanic pass rates. So they’ll write puzzled stories about the decline, hint darkly at racism, and ignore or underreport test cheating rings run by black principals in order to get black teachers passing credential scores.
They either don’t know or don’t want to talk about the fact that black and Hispanic principals and administrators have better represenationi. See, ed schools can’t use affirmative action to enroll teaching candidates. Districts, on the other hand, can use affirmative action to hire and promote principals. But affirmative action is so….controversial. Who wants to acknowledge that schools are hiring administrators with a diversity quota?
Is it churlish to point out that the stories themselves are applying a diversity quota? And finding the results wanting? I guess so. Also misguided, I suppose, to observe that children of color see principals of color in management positions, usually having authority over a gaggle of white teachers. Doesn’t that send a positive message? (In case it’s not clear, I do not object to school districts using race as a factor in administrator selection.
Thus we see, literally, thousands of articles bewailing the “missing minority teacher”. And none of them really say why.
They will often say, accurately, that research shows black children, in particular, seem to benefit from black teachers.
Occasionally, they’ll mention the many charter schools that hire young, usually white, two year resume boosters as they take students taught by long-term, experienced, black and Hispanic teachers. Or, taking the opposite tack, will hint that the mostly white teaching population is somehow related to those nefarious unions.
They’ll talk about the fact that white teachers rate black students’ ability lower than black teachers, without mentioning that the research didn’t reveal which teachers were more accurate in their ratings.
They may hint, around the edges, about the credential test issue. Rarely, they’ll mention there’s little if any correlation, much less causation, between teacher ability and student outcomes. I don’t think it’s occurred to anyone but me that administrative hiring decreases the blacks and Hispanics in the teaching pool.
They’re probably right to avoid stating the reality bluntly. I try it occasionally, and the results aren’t pretty.
Everyone thinks “we need to lower the credential cut score so we can have more black and Hispanic teachers” means “blacks and Hispanics aren’t smart enough to pass a test”. Hand to god, I don’t think that. I don’t care why the scores are lower. It doesn’t matter. What matters is that consistent, reliable data on teacher inputs related to student outputs shows that states set their teacher credential cut scores set too high. They are leaving out teachers who could get good jobs and help kids.
We don’t just have a “teachers of color” shortage these days. We have an honest to god all teachers of every color shortage, in nearly every state. And every day, some education reformer or worse, a politician, will bleat idiocy about raising teacher quality, while every other day, some social justice warrior will wail about the missing black and Hispanic teachers who could be helping kids at risk. Suggest a solution and the reformers will scream at you for lowering standards while the progressives will shriek “Racist!”
And like bad pennies, the stories keep turning up. Today, missing teachers of color. Tomorrow, another state wants to raise cut scores for teacher credential tests and the horrific National Council on Teacher Quality nods its collective head.
Woe, oh woe.