Analysis of ‘Report Card Teacher Demographics 2018-19 School Year’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/c0d7290b-c5ca-47d2-8e70-e957c5e7bbdc on 28 January 2022.

--- Dataset description provided by original source is as follows ---

This file includes Report Card educator demographic data for the 2018-19 school year. Data is disaggregated by school, district, and the state level and includes demographic information on classroom teachers, including: count and percent by race/ethnicity and gender, count and percent with Master's degrees or higher by race/ethnicity, and average years of experience by race/ethnicity. Please review the notes below for more information.

--- Original source retains full ownership of the source dataset ---

This report is prepared pursuant to Local Law 226 of 2019 regarding the demographics of school staff in New York City public schools. The law specifies the reporting of demographics (gender and race or ethnicity) for schools staff in three categories: teaching staff, leadership staff, and other professional and paraprofessional staff. Consistent with the law, the data is further disaggregated to show length of experience in the school and length of experience in the title. The data is shown for each school and aggregated for each community school district, by borough, and citywide. The following additional notes apply:

Analysis of ‘Report Card Teacher Demographics 2017-18 School Year’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/7d96d2a0-c530-4511-91ef-9a827da43542 on 28 January 2022.

--- Dataset description provided by original source is as follows ---

This file includes Report Card educator demographic data for the 2017-18 school year. Data is disaggregated by school, district, and the state level and includes demographic information on classroom teachers, including: count and percent by race/ethnicity and gender, count and percent with Master's degrees or higher by race/ethnicity, and average years of experience by race/ethnicity. Please review the notes below for more information.

--- Original source retains full ownership of the source dataset ---

According to a survey conducted in 2023, ** percent of K-12 teachers in the United States said that current debates on how public K-12 schools should be teaching certain topics like race and gender identity has had neither a positive nor negative impact on their ability to do their job. In comparison, ** percent agreed that these debates has had a very or somewhat negative impact on their ability to do their job.

Analysis of ‘Report Card Teacher Demographics 2019-20 School Year’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/a4f0e866-600a-4498-90ab-b43d425b8ffc on 28 January 2022.

--- Dataset description provided by original source is as follows ---

This file includes Report Card educator demographic data for the 2019-20 school year. Data is disaggregated by school, district, and the state level and includes demographic information on classroom teachers, including: count and percent by race/ethnicity and gender, count and percent with Master's degrees or higher by race/ethnicity, and average years of experience by race/ethnicity. Please review the notes below for more information.

--- Original source retains full ownership of the source dataset ---

This memo documents the data files and analysis files used to generate the estimates found in “Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers.” The abstract for the paper is found below:The growing evidence on the importance of teacher representation points to the need to better understand the factors shaping the lack of racial/ethnic diversity in the teacher workforce. In this study, we examine the extent to which college major choice explains racial/ethnic gaps in teaching. Drawing on data from the Baccalaureate and Beyond Longitudinal Study, we find that White college graduates are close to twice as likely to major in education compared to Black, Latinx, and other graduates of color. Even among college graduates, respondents who identify as White are 5 percentage points more likely to enter teaching than respondents who identify as Black and 2 percentage points more likely to enter teaching than graduates who identify as Latinx. Regression and decomposition analyses demonstrate that the observed racial/ethnic gaps in entry to teaching can largely be explained by whether a graduate studied education in college.

This dataset contains special education program characteristics and student demographics since 2019. It is a long file that contains multiple rows for each district, with rows for different years and indicators. For definitions of each indicator, please visit the RADAR Special Education Dashboard.

Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets.

This dataset is one of five containing the same data that is also published in the RADAR Special Education Dashboard: Special Education Program Characteristics and Student Demographics Special Education Placement Trajectory Students Moving In and Out of Special Education Services Special Education Indicators Special Education Student Progression from High School through Postsecondary Education

List of Indicators

• Enrollment
• Gradespan
• Race/Ethnicity
• Gender
• EL and Low Income/Economically Disadvantaged
• In District/Out of District
• Placement
• Disability Type
• Special Education FTEs per 100 SWDs

This dataset contains counts of full-time staff, aggregated at the state, district, and school level. Additionally, the data are aggregated by job classification, education level, gender, race, and experience.

This statistic shows the distribution of full-time teachers in public and private schools in the United States, according to ethnicity as of the 2011-2012 academic year. At this time 82.7 percent of teachers at all U.S. schools were White and not of Hispanic origin.

This research produced evidence on the issue of minority ethnic teacher retention in England in 2019/20 academic year. Focusing on the perspectives of 24 minority ethnic teachers from different demographics and professional backgrounds, we investigated in interviews why minority ethnic teachers leave schools that employ high numbers of minority ethnic staff and enrol students from similar backgrounds, and what should be done to support their retention.

Students will explore the patterns of world population in terms of total population, arithmetic density, total fertility rate, natural increase rate, and infant mortality rate. The activity uses a web-based map.Learning outcomes:Students will be able to identify and explain the spatial patterns and distribution of world population based on total population, density, total fertility rate, natural increase rate, and infant mortality rate.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

The Schools and Staffing Survey, 1993-94 (SASS 93-94), is a study that is part of the Schools and Staffing Survey (SASS) program; program data is available since 1987-88 at . SASS 93-94 (https://nces.ed.gov/surveys/sass) is a collection of surveys that cover a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population and school library resources and staffing. The surveys were conducted using questionnaires, personal interviews, list data, and telephone interviews. Superintendents, teachers, librarians, principals, and school coordinators were sampled. Key statistics from SASS 93-94 are the percentage of newly-hired teachers, average teacher salary, average principal salary, percentage distribution of students receiving free or reduced-price lunches, percentage distribution of students by race and ethnicity, percentage distribution of teachers and principals by race and ethnicity, and age distributions of teachers and principals.

Author: Joseph Kerski, post_secondary_educator, Esri and University of DenverGrade/Audience: high school, ap human geography, post secondary, professional developmentResource type: lessonSubject topic(s): population, maps, citiesRegion: africa, asia, australia oceania, europe, north america, south america, united states, worldStandards: All APHG population tenets. Geography for Life cultural and population geography standards. Objectives: 1. Understand how population change and demographic characteristics are evident at a variety of scales in a variety of places around the world. 2. Understand the whys of where through analysis of change over space and time. 3. Develop skills using spatial data and interactive maps. 4. Understand how population data is communicated using 2D and 3D maps, visualizations, and symbology. Summary: Teaching and learning about demographics and population change in an effective, engaging manner is enriched and enlivened through the use of web mapping tools and spatial data. These tools, enabled by the advent of cloud-based geographic information systems (GIS) technology, bring problem solving, critical thinking, and spatial analysis to every classroom instructor and student (Kerski 2003; Jo, Hong, and Verma 2016).

According to a survey conducted in 2023, ** percent of public K-12 teachers in the United States believed that parents should be able to opt their children out of learning about sexual orientation and gender identity if the way that they are taught conflicts with the parents' personal views or beliefs in the United States. In comparison, ** percent of K-12 teachers who identified as Republican and ** percent of K-12 teachers who identified as Democrats shared this belief.

The National Center for Teacher Effectiveness Main Study (NCTE) encompasses three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. Data were collected from classroom observations, student assessments, and teacher surveys. Teacher background information includes number of years of experience, education, race, and gender. Student respondent demographic and household information includes race, gender, household makeup, free and reduced lunch status, English proficiency, number of books in the household, and number of rooms in the home.

This data series presents demographic information on teachers in state and state integrated schools and covers a twelve month period with the start of the year being the first pay period that is fully within January.

The measurement is percent of teachers who turned over between the 2016-17 and 2017-18 school years at OUSD schools (data from charters and private schools were not available). Turnover percents are calculated at a school level out of the total number of teachers at that school. Schools are placed into groups based on the racial and ethnic breakdown of their student population (see note below data table for full explanation of grouping). Average teacher turnover percent is then calculated for each group of schools.

IntroductionUsing students in the Liangshan Yi autonomous prefectures of southwestern China (n = 585; 13–15 years old), we examined (i) the effects of students’ perception of their teachers’ ethnic-racial socialization on their ethnic identity and mental health outcomes of depressive and stress symptoms; (ii) the effects of students’ ethnic identity on their depressive and stress symptoms; (iii) the differential associations among these factors in Yi ethnic minority versus Han cultural majority students.MethodsWe conducted a cross-sectional survey and used multistage sampling to collect the information. Chinese-validated standardized measures were used: the Patient Health Questionaires-9, Children’s Revised Impact of Event Scale-8, Multigroup Ethnic Identity Measure, Cultural Socialization Scale, and Teachers’ Attitude on Adoption of Cultural Diversity Scale. Multigroup confirmatory factor analysis and multigroup structural equation modeling were employed.ResultsComparing the findings in Yi and Han students, their perception of teachers’ ethnic-racial socialization had dissimilar effects on their ethnic identity and mental health outcomes. Three key findings comparing the differences between Yi and Han students were as follows: (i) students’ perception of their teachers’ multicultural socialization practices positively affected the ethnic identity of both Yi and Han young people; however, their perception of their teachers’ socializing them to their own cultures did not exert any effect; (ii) students’ perception of teachers’ multicultural socialization practices had different mental health effects on Yi versus Han students; and (iii) ethnic identity affected the mental health of Yi ethnic minority students only.ConclusionThe findings underscore the importance of teachers’ multicultural socialization in the ethnic identity development of both Yi ethnic minority and Han majority students. Ethnic identity serves as a linking variable bridging perceived teachers’ multicultural socialization practices and mental health in Yi ethnic minority students but not among the Han cultural majority youths. Research, practice, and policy implications relevant to the global context are also discussed.

The Civil Rights Data Collection, 2013-14 (CRDC 2013-14) is part of the Civil Rights Data Collection (CRDC) program; program data are available beginning with the 2000 collection at http://ocrdata.ed.gov/. CRDC 2013-14 is a cross-sectional survey that collects data on key education and civil rights issues in the nation's public schools, which include student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency, and disability. LEAs submit administrative records about schools in the district. CRDC 2013-14 is a universe survey. Key statistics produced from CRDC 2013-14 can provide information about critical civil rights issues as well as contextual information on the state of civil rights in the nation, including enrollment demographics, advanced placement, school discipline, and special education services.

Brazil Trained Teachers in Primary Education: % of Total Teachers data was reported at 93.000 % in 2021. This records an increase from the previous number of 92.242 % for 2020. Brazil Trained Teachers in Primary Education: % of Total Teachers data is updated yearly, averaging 92.242 % from Dec 2019 (Median) to 2021, with 3 observations. The data reached an all-time high of 93.000 % in 2021 and a record low of 91.168 % in 2019. Brazil Trained Teachers in Primary Education: % of Total Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Brazil – Table BR.World Bank.WDI: Social: Education Statistics. Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;