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Learning Policy Institute
This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the past quarter century. Our objective is to empirically ground the debate over minority teacher shortages. The data we analyze are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-Up Survey (TFS).1
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). To view a copy of the license, visit http://creativecommons.org/licenses/by-nc/4.0/.
Ingersoll, R. M., May, H., & Collins, G. (2017). Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013. Learning Policy Institute, Retrieved from https://repository.upenn.edu/gse_pubs/496
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Education Economics Commons, Teacher Education and Professional Development Commons
Date Posted: 18 March 2019