State,Rating,Text1,Rating1,Link1,Text2,Rating2,Link2,Text3,Rating3,Link3,Text4,Rating4,Link4
Alabama,Red,Alabama does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,"Alabama adopted a program approval standard that requires program to share a ""Plan for Recruitment of Diverse Candidates who Meet Employment Needs.""  The standard states: ""the provider presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of Alabama’s P-12 students. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields.""",Best,https://www.alsde.edu/sec/ep/Program%20Reviews/AF%2002%20College%20and%20University%20Requirements%20(2018).docx,Alabama shows no evidence of meeting this goal. ,Red,,Alabama shows no evidence of meeting this goal. ,Red,
Alaska,Red,"Alaska has a Teacher Education Loan Program that provides loans for up to $7,500 per academic year for qualified teacher preparation program students who have committed to teaching in a rural district. The program prioritizes rural students with an intent to increase the proportion of Alaska Native teachers in rural schools.",Green,http://touchngo.com/lglcntr/akstats/Statutes/Title14/Chapter43/Section600.htm,Alaska does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Alaska shows no evidence of meeting this goal. ,Red,,Alaska shows no evidence of meeting this goal. ,Red,
Arizona,Red,Arizona does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Arizona does not have any program approval standards that compel programs to recruit and graduate candidates of color. ,Red,,Arizona shows no evidence of meeting this goal. ,Red,,Arizona shows no evidence of meeting this goal. ,Red,
Arkansas,Green,"Arkansas has the Arkansas Geographical Critical Needs Minority Teacher Scholarship Program that provides scholarships in the amount of $1,500 per year for minority individuals enrolled in, or accepted for enrollment in, an approved program and who express in writing an intention to teach in a geographical area of the state in which there exists a critical shortage of teachers.",Green,https://codes.findlaw.com/ar/title-6-education/ar-code-sect-6-82-1503.html,Arkansas requires all preparation programs to report its strategies to increase the number of teachers of color. ,Green,https://eis.ade.arkansas.gov/eppr/docs/PublicUniversities/2018_6220_UAFS.pdf,Arkansas shows no evidence of meeting this goal. ,Red,,"Arkansas appropriated $150K towards a scholarship for teachers of color specifically allowing up to 20% of the funds to be used by the University of Arkansas at Pine Bluff, one of the largest HBCUs in the state to prepare teachers.",Green,https://www.arkleg.state.ar.us/Acts/Document?type=pdf&act=873&ddBienniumSession=2019%2F2019R
California,Yellow,California has a loan forgiveness program to help fill positions in high-needs schools. ,Yellow,"https://www.csac.ca.gov/assumption-program-loans-education-aple#:~:text=The%20Assumption%20Program%20of%20Loans,in%20designated%20California%20public%20schools.",California does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,California shows no evidence of meeting this goal. ,Red,,California encourages partnerships with MSIs to build a diverse pipeline.,Yellow,https://www.cde.ca.gov/pd/ee/divteachrecruit.asp
Colorado,Yellow,Colorado has a loan forgiveness program to help fill positions in high-needs schools. ,Yellow,https://leg.colorado.gov/sites/default/files/2019a_003_signed.pdf,Colorado does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Colorado has started the process of interrogating their licensure policies for ethno-racial bias but has not adopted licensure policies to increase the diversity of their educator workforce.,Yellow,,Colorado shows no evidence of meeting this goal. ,Red,
Connecticut,Green,"Connecticut funds the Minority Educator Loan Reimbursement Grant Program provides loan reimbursement grants worth 10 percent (up to $5,000) of federal or state student loans for minority individuals who hold a valid teaching certificate and are currently employed as a teacher or administrator by a local or regional board of education. They also fund the Minority Teacher Incentive Program that provides grants of up to $5,000 per year for no more than two years for minority students in their junior or senior year of a program of study leading to teacher licensure, a graduate student in a teacher licensure program, or a student enrolled in an alternative certification program.",Green,,Connecticut requires preparation programs to share diversity data each year - programs may be required to host visits from the State Department of Education if there are concerns with annual data. ,Yellow,,"Connecticut stated a goal for 2020 to initiate the process of examining current regulations governing educator certification and make
recommendations for next steps.",Yellow,https://portal.ct.gov/-/media/SDE/Talent_Office/MTR_Council/MTR_Annual_Report_1-10-2020.pdf,Connecticut worked with the Connecticut Housing Finance Authority to implement a Teacher's Mortgage Assistance Program  to support certified teachers who graduated from a historically black college or university or a Hispanic serving institution. ,Green,https://www.chfa.org/homebuyers/teacher-programs/
Delaware,Red,"Delaware funds the High Needs Educator Student Loan Payment Program that encourages educators to work in high-needs, hard to staff schools in which the department must report the races/ethnicities of educators who apply and receive the award.",Yellow,https://legis.delaware.gov/json/BillDetail/GenerateHtmlDocument?legislationId=26396&legislationTypeId=1&docTypeId=2&legislationName=HB346,Delaware does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,"The Delaware Department of Education is currently focused on seriously interrogating licensure policies for ethno-racial bias. The Department has made changes, but not specifically to address ethno-racial bias while maintaining quality and rigor. This is in progress and requires ongoing professional learning to progressively support urgency and actionable nonnegotiable expectations. These efforts are also met with layers of resistance, but the Department recognizes the priorities and strive to remain steadfast in its efforts and impactful in breakthrough outcomes.",Yellow,,Delaware does not invest in teacher preparation programs that prepare a high number of candidates of color.,Red,
Florida,Red,"Florida funds the Minority Teacher Education Scholars Program that provides scholarships up to $4,000 per year for each approved minority teacher education scholar who is enrolled in one of Florida's public or private colleges or universities, is admitted into a teacher education program, and has not earned more than 18 credit hours of upper-division-level courses in education.",Best,https://www.ffmt.org/index.cfm?e=inner&itemcategory=23500,Florida does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Florida shows no evidence of meeting this goal. ,Red,,Florida shows no evidence of meeting this goal. ,Red,
Georgia,Yellow,Georgia does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,"Georgia has a program standard that requires program to have a ""Plan for Recruitment of Diverse Candidates who Meet Employment Needs.""",Green,https://www.gapsc.com/EducatorPreparation/Downloads/Georgia_Standards_2016-rev2019.pdf,Georgia elimiated the edTPA in part due to the negative impact it had on adding candidates of color into the Georgia teaching workforce. ,Green,https://blogs.edweek.org/teachers/teaching_now/2020/06/georgia_eliminates_the_edtpa_requirement_for_teacher_candidates.html,Georgia shows no evidence of meeting this goal. ,Red,
Hawaii,Red,Hawaii does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Hawaii does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Hawaii shows no evidence of meeting this goal. ,Red,,Hawaii shows no evidence of meeting this goal. ,Red,
Idaho,Red,Idaho does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Idaho does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Idaho shows no evidence of meeting this goal. ,Red,,Idaho shows no evidence of meeting this goal. ,Red,
Illinois,Red,"Illinois invests in The Minority Teachers of Illinois scholarship program that provides scholarships for up to $5,000 for minority students who have achieved a secondary grade point average of 2.5 on a 4.0 scale, are enrolled on at least a half-time basis at a qualified institution in a course of study leading to teacher licensure and maintain a grade point average above 2.5 on a 4.0 scale.",Green,,Illinois does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Illinois developed new Culturally Responsive Teaching and Leading Standards that will be finalized in December 2020.,Yellow,,Illinois shows no evidence of meeting this goal. ,Red,
Indiana,Red,"Indiana invests in The William A. Crawford Minority Teacher scholarship program which provides scholarships for up to $4,000 to minority students who are enrolled as a full-time student at an eligible institution, are pursuing a teacher education course of study and have committed to teaching for at least three years if hired as a teacher in Indiana.",Green,https://www.in.gov/che/4507.htm,Indiana does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Indiana shows no evidence of meeting this goal. ,Red,,Indiana does not invest in teacher preparation programs that prepare a high number of candidates of color.,Red,
Iowa,Red,Iowa does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Iowa does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Iowa shows no evidence of meeting this goal. ,Red,,Iowa shows no evidence of meeting this goal. ,Red,
Kansas,Red,Kansas does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Kansas does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,https://www.ksde.org/Portals/0/TLA/Program%20Standards/Professional%20Education%20final%2008012017.pdf,Kansas shows no evidence of meeting this goal. ,Red,,Kansas shows no evidence of meeting this goal. ,Red,
Kentucky,Red,"Kentucky established the Kentucky Academy for Equity in Teaching in 2019, a renewable loan forgiveness program designed to identify, support and prepare a more diverse teacher candidate pool. Undergraduate students enrolled in educator preparation programs can receive up to $5,000 per semester for up to four semesters over the course of three academic years, receiving no more than $20,000 total. Students in an initial certification master’s educator preparation programs are eligible to receive up to $2,500 per semester for up to four semesters over the course of three academic years, with a maximum $10,000 total award.",Green,https://www.kentuckyteacher.org/leadership/commissioners-comments/2019/03/new-program-aims-to-increase-diversity-in-teacher-workforce/,Kentucky does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Kentucky shows no evidence of meeting this goal. ,Red,,Kentucky shows no evidence of meeting this goal. ,Red,
Louisiana,Red,Louisiana does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,"Louisiana holds providers accountable to recruit and graduate candidates of color through the preparation program experience domain, which accounts for 50% of the overall accountability rating. The 2020 onsite review framework includes the quality of recruitment of selection domain, which includes measures around diversifying the workforce.",Green,https://www.louisianabelieves.com/docs/default-source/teaching/teacher-preparation-performance-profile-methodology.pdf?sfvrsn=6e6b9f1f_6,Louisiana did not interrogate licensure policies for ethno-racial bias.,Red,,Louisiana developed an HBCU advisory council in 2018 to strengthen the capacity of HBCUs to participate in workforce development activities and take advantage of state program opportunities. The state also received a federal grant for a partnership with Xavier University and alt cert programs to prepare 900 diverse educators by 2020. ,Yellow,https://regents.la.gov/regents-resources/hbcu-advisory-council/
Maine,Red,Maine does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Maine does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Maine shows no evidence of meeting this goal. ,Red,,Maine shows no evidence of meeting this goal. ,Red,
Maryland,Red,Maryland does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Maryland does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,http://marylandpublicschools.org/stateboard/Documents/04232019/TabK-Certification.pdf,Maryland shows no evidence of meeting this goal. ,Red,,Maryland shows no evidence of meeting this goal. ,Red,
Massachusetts,Red,Massachusetts does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Massachusetts requires programs to show evidence of systems to recruit and admit candidates that result in the increased racial and ethnic diversity of completers in the workforce.,Green,http://www.doe.mass.edu/edprep/guidelines.html,"At its October 2020 meeting, the Board of Elementary and Secondary education voted to amend current licensure regulation. The amendment authorized department staff to pilot alternative assessments to the Massachusetts Tests for Educator Licensure (MTEL) for educator licensure. The amendment created opportunities to pilot and learn from alternative assessments for licensure that will promote equitable access for qualified educators to earn an educator license.",Red,,Massachusetts does not invest in teacher preparation programs that prepare a high number of candidates of color.,Red,
Michigan,Red,Michigan does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Michigan does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Michigan shows no evidence of meeting this goal. ,Red,,Michigan does not invest in teacher preparation programs that prepare a high number of candidates of color.,Red,
Minnesota,Red,"Minnesota invests in grants to prepare American Indian teachers that are awarded to state institutions of higher education for student scholarships, mentoring services and other student supports. Minnesota also allows districts to utilize grant funding to provide additional stipends for mentors who are teachers of color or American Indians. Additionally, the Collaborative Urban and Greater Minnesota Educators of Color Grant Program directs the Professional Educator Licensing and Standards Board to award competitive grants to educator preparation programs in order to increase the number of teacher candidates of color or who are American Indian. They also invest in the Alternative Teacher Preparation Grant Program which directs the commissioner to award grants to alternative teacher preparation programs working to fill the state's teacher shortage areas. Grants can be used to recruit, select, and train teachers who reflect the racial or ethnic diversity of students in Minnesota.",Green,,Minnesota does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Minnesota shows no evidence of meeting this goal. ,Red,,Minnesota shows no evidence of meeting this goal. ,Red,
Mississippi,Red,"Mississippi invests in the Teaching Fellows Program which provides a four-year forgivable loan up to $6,500 to students intending to enter the teaching profession in Mississippi. The state board of education is charged with administering the program, which includes the formation of regional review committees to identify qualified candidates. The review committees are required to identify and encourage minority candidates to apply.",Yellow,,Mississippi does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Mississippi shows no evidence of meeting this goal. ,Red,,Mississippi shows no evidence of meeting this goal. ,Red,
Missouri,Yellow,"Missouri invests in The Minority Teaching Scholarship Program which provides renewable scholarships up to $2,000 for minority students entering the teaching profession who meet specific academic criteria. Statute limits the number of scholarships to up to 100 per year. Colleges and universities are required to provide matching funds up to $1,000.",Green,https://dhewd.mo.gov/ppc/grants/minorityteaching.php,"Missouri has a program standard to commit to quality and diversity that requires programs to provide evidence of policies and practices that encourage the recruitment and retention of appropriately diverse faculty and cooperating teachers, and support and retain diverse students and candidates.",Green,https://dese.mo.gov/sites/default/files/MoSPEStandards.pdf,Missouri shows no evidence of meeting this goal. ,Red,,Missouri shows no evidence of meeting this goal. ,Red,
Montana,Red,Montana does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,"Montana has a program standard to recruit a diverse candidate pool (10.58.313(a)): (a) demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of
courses and clinical experiences, and to decisions that completers are prepared to
teach effectively and are recommended for licensure; (b) presents plans and goals to recruit and support completion of high-quality initial candidates from a broad range of backgrounds and diverse populations to
accomplish its mission: (i) admitted candidates reflect the diversity of Montana’s P-12 students.",Green,http://opi.mt.gov/Portals/182/Page%20Files/Educator%20Preparation/ARM%2010.58/58chapter-amd.pdf,Montana shows no evidence of meeting this goal. ,Red,,Montana shows no evidence of meeting this goal. ,Red,
Nebraska,Red,Nebraska does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Nebraska does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,https://cdn.education.ne.gov/wp-content/uploads/2017/10/Rule20_2014.pdf,Nebraska shows no evidence of meeting this goal. ,Red,,Nebraska shows no evidence of meeting this goal. ,Red,
Nevada,Red,"Nevada invests in the Teach Nevada Scholarship Program which provides scholarships up to $3,000 per semester for students enrolled in approved teacher licensure programs. The program is administered by the state board of education, which also determines the award amount. Statute directs the state board to prioritize minority students, among other student groups (i.e. veterans and low-income students).",Yellow,http://www.doe.nv.gov/Educator_Effectiveness/Educator_Develop_Support/Teach_Nevada_Scholarships_and_Incentives/,Nevada requires preparation programs to share the diversity of the population of students who participant in the courses of study and training in each program. ,Yellow,http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Educator_Effectiveness/Educator_Develop_Support/Educator_Preparation/NDE_Traditional_EPP_application.pdf,Nevada shows no evidence of meeting this goal. ,Red,,Nevada shows no evidence of meeting this goal. ,Red,
New Hampshire,Red,New Hampshire does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,New Hampshire does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,New Hampshire shows no evidence of meeting this goal. ,Red,,New Hampshire shows no evidence of meeting this goal. ,Red,
New Jersey,Red,New Jersey does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,New Jersey requires educator preparation programs to submit documentation to the state on the number of educator candidates the program prepares from diverse backgrounds.,Yellow,,New Jersey introduced legislature that would require the state to create procedures to issue limited certificates of eligibility for certain teacher candidates in order to earn a provision teaching license in districts with demographic disparities between teacher and student populations. ,Yellow,http://www.menteach.org/news/legislation_introduced_addressing_teacher_diversity_in_nj_schools,New Jersey shows no evidence of meeting this goal. ,Red,
New Mexico,Yellow,"New Mexico invests in the Teacher Loan Repayment Act which provides loan repayment of up to $6,000 for educators with priority given to teachers endorsed in bilingual education, STEM, or early childhood education, in addition to minority teachers and teachers in low-performing schools. Additionally, the Teacher Preparation Affordability Act provides scholarships up to $6,000 per year to students enrolled or enrolling at least half-time in an accredited public education department-approved teacher preparation program with priority given to English language learners, minority students, and students who have declared an intent to teach in a ""high-need"" position.",Green,https://www.grantcountybeat.com/news/non-local-news-releases/52050-aspiring-n-m-teachers-now-eligible-for-more-than-10m-in-new-scholarship-funds,New Mexico requires educator preparation programs to submit data on the enrollment of their candidates in different programs disaggregated by race. ,Yellow,,New Mexico shows no evidence of meeting this goal. ,Red,,New Mexico shows no evidence of meeting this goal. ,Red,
New York,Yellow,New York invests in the Teacher Opportunity Corps for candidates of color that provides scholarships and stipends to those who complete the program.,Green,http://www.p12.nysed.gov/compcontracts/16-012-toc/,New York does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,New York eliminated the Academic Literacy Skills Test in 2017 due in part to the disproportionate impact it had on candidates of color.,Green,https://ny.chalkbeat.org/2017/3/13/21111588/it-s-official-new-york-s-prospective-teachers-will-no-longer-have-to-pass-controversial-literacy-exa,New York invests in programs that are intentionally dedicated to recruiting and supporting candidates of color and preparing them to be full time classroom teachers through the Teacher Opportunity Corps.  ,Green,http://www.p12.nysed.gov/compcontracts/16-012-toc/
North Carolina,Red,North Carolina does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,North Carolina does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,"North Carolina's Professional Educator Preparation and Standards Commission (PEPSC) has recommended a measure to collect information on the enrollment, persistence, and completion of Educator Preparation Programs in the state. ",Yellow,,North Carolina does not intentionally invest in teacher preparation programs that prepare a high number of candidates of color.,Red,
North Dakota,Red,North Dakota does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,North Dakota does not have any program approval standards that compel programs to recruit and graduate candidates of color. ,Red,,North Dakota shows no evidence of meeting this goal. ,Red,,North Dakota shows no evidence of meeting this goal. ,Red,
Ohio,Red,Ohio does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Ohio does not have any program approval standards that compel programs to recruit and graduate candidates of color. ,Red,,Ohio shows no evidence of meeting this goal. ,Red,,Ohio shows no evidence of meeting this goal. ,Red,
Oklahoma,Red,Oklahoma does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs,Red,,Oklahoma does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Oklahoma shows no evidence of meeting this goal. ,Red,,Oklahoma shows no evidence of meeting this goal. ,Red,
Oregon,Best,"Oregon invests in the Oregon Teaching Fellows Program which awards scholarships in the amount of $5,000 per academic year, for up to two years, to culturally and linguistically diverse teacher candidates enrolled at approved educator preparation programs. The program is coordinated by the Oregon Higher Education Coordinating Commission.",Green,,"Oregon has a statute that mandates preparation programs adopt a plan with specific goals, strategies, and deadlines for the recruitment, admission, retention, and graduation of diverse educators with the support of the Higher Education Coordinating Commission.",Green,,"Oregon’s Educator Equity Advisory Group added in their action plan for 2017-18 to work on barriers that inequitably impact a culturally or linguistically diverse educator’s ability to obtain a teaching license in Oregon; in 2017-18, the state worked with the Pre Ed USTA work group to explore Education Career Pathway for community college access to four-year programming and worked to address issues related to licensure tests and performance assessments for candidates of color.",Green,https://www.oregon.gov/eac/Documents/FINAL_Ed%20Equity%20Rpt_2019_9.5.19.pdf,Oregon shows no evidence of meeting this goal. ,Red,
Pennsylvania,Red,Pennsylvania does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Pennsylvania does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Pennsylvania shows no evidence of meeting this goal. ,Red,,Pennsylvania invested a small amount of money in Cheyney University ($10K) and other programs that have a base of candidates of color to support the building of pipelines into the profession for candidates of color. ,Yellow,https://www.media.pa.gov/Pages/Education-Details.aspx?newsid=757
Rhode Island,Red,Rhode Island does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,"Rhode Island has a standard for diversity of candidates to recruit, admit, and support candidates who reflect the diversity of Rhode Island's PK-12 students. ",Green,https://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Certification/PrepRI/RIPA_Standards_2013.pdf?ver=2015-04-28-131542-563,Rhode Island shows no evidence of meeting this goal. ,Red,,Rhode Island shows no evidence of meeting this goal. ,Red,
South Carolina,Red,South Carolina does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,South Carolina does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,South Carolina shows no evidence of meeting this goal. ,Red,,South Carolina shows no evidence of meeting this goal. ,Red,
South Dakota,Red,South Dakota invests in the Critical Teacher Needs Scholarship for students to work in a critical need teacher area but no deliberate programs to attract students of color.,Yellow,https://www.sdbor.edu/teachers-counselors/Documents/Scholarship%20Opportunities%20(2019-20).pdf,South Dakota does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,https://doe.sd.gov/oatq/documents/EdPrep-0719.pdf,South Dakota shows no evidence of meeting this goal. ,Red,,South Dakota shows no evidence of meeting this goal. ,Red,
Tennessee,Green,Tennessee invests in loan forgiveness programs and the Minority Teaching Fellows Program which awards $5000 per year for students of color who pursue a teacher certification at an eligible Tennessee college or university. The state also invested in the I-TEACH program granted through the Tennessee Higher Education Commission to support 12 teacher candidates over 2 years.  ,Green,https://www.tn.gov/collegepays/money-for-college/loan-forgiveness-programs/minority-teaching-fellows-program.html,Tennessee includes standards for graduating candidates of color and an indicator for recruiting a more diverse teacher population in their educator preparation report cards.,Green,https://teacherprepreportcard.tn.gov/,"Tennessee specifically offered assessment alternatives that are oral-based for native language speakers of foreign languages. The state also eliminated the need to take the Praxis to come into the state which eliminates a significant financial barrier, and completed a first read and will have a second and final read in November 2020 to create a new math endorsement because the passing score for the Praxis in Secondary Math is high thus preventing well-qualified individuals from teaching algebra and geometry because of missing questions about calculus and trigonometry. ",Green,,"Tennessee partners with Tennessee State University, an historically Black university, on district-prep partnerships in 11 districts across the state to develop Grow Your Own programs. The state also awarded the university with three grants worth $125K for to support candidates to receive a Special Education Endorsement to teach in schools in Tennessee.",Green,https://www.tn.gov/education/educator-resources/educator-pipelines-innovative-pathways/grow-your-own.html
Texas,Yellow,Texas invests in loan forgiveness programming for educators based on shortage and high-needs areas but not specifically targeting teachers of color. ,Yellow,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/student-loan-forgiveness-for-teachers,Texas has rigorous program approval standards for preparing and graduating candidates of color.,Yellow,https://tea4avcastro.tea.state.tx.us/ELQ/educatorprepdatadashboard/ASEPoverview.html,Texas developed explicit goals regarding closing pass rates by race and ethnicity during their teacher and principal certification redesign process. ,Yellow,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/teacher-certification-redesign,Texas does not invest in teacher preparation programs that prepare a high number of candidates of color.,Red,
Utah,Red,Utah does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Utah does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,https://rules.utah.gov/publicat/code/r277/r277-303.htm#T3,Utah shows no evidence of meeting this goal. ,Red,,Utah shows no evidence of meeting this goal. ,Red,
Vermont,Red,Vermont does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Vermont does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Vermont shows no evidence of meeting this goal. ,Red,,Vermont shows no evidence of meeting this goal. ,Red,
Virginia,Green,"Virginia invests in the Virginia Teaching Scolarship Loan Program which provides loans up to $10,000 per academic year for qualified minority students, or qualified students pursuing certification in a shortage area or CTE who have been nominated by their institution and are enrolled in a teacher preparation program. For each year of teaching in a qualified school, the loan recipient has a year's worth of loans forgiven.",Green,,Virginia does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,http://www.doe.virginia.gov/teaching/educator_preparation/college_programs/regulations_implementation_manual.pdf,Virginia passed the Diversifying Teacher Workforce Act to waive licensure requirements to teachers who are recommended by other measures – also removes the requirement that the Board prescribes an assessment of basic skills for individuals seeking entry into an approved teacher preparation program and establish a minimum passing score for such assessment. ,Green,,Virginia invested $1 million through the national Uteach program to increase pathways for students at Virginia's two public HBCUs to become STEM teachers.,Best,https://www.virginiabusiness.com/article/northam-proposes-1m-investment-for-future-stem-educators-at-hbcus/
Washington,Green,"Washington invests in the Future Teacher Conditional Scholarship Program which awards scholarships up to $3,000 per academic year for up to five years to qualified individuals who have declared an intention to complete an educator preparation program with priority given to low-income and ethnic minority students. Students must teach for two years for every year's worth of scholarships awarded through the program.",Green,,"Washington has a standard named Domain 1 (B): Providers of educator preparation programs use strategies to recruit, admit, and prepare a greater number of candidates from underrepresented groups including, but not limited to, candidates of color in effort to prepare an educator workforce that mirrors the characteristics of the student populuation in Washington state public schools. ",Green,http://apps.leg.wa.gov/wac/default.aspx?cite=181-78A-220,Washington created the Testing Barriers Workgroup that issued recommendations to the Professional Standards Board and Legislature for ways to improve testing and licensure requirements for candidates of color and bilingual candidates.,Green,,Washington shows no evidence of meeting this goal. ,Red,
West Virginia,Red,"West Virginia invests in the Underwood-Smith Teaching Scholarship Program which awards scholarships up to $10,000 per academic year to qualified individuals pursuing a program of study that will lead to licensure in a critical shortage field. Statute directs the Vice Chancellor for Administration to prioritize minority students in the selection process.",Green,,West Virginia does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,West Virginia shows no evidence of meeting this goal. ,Red,,West Virginia shows no evidence of meeting this goal. ,Red,
Wisconsin,Yellow,"Wisconsin invests in the Minority Teacher Loan Program which provides loans up to $10,000 per year for up to three years to qualified minority students enrolled in a program leading to teacher licensure in a shortage area. Twenty-five percent of the loan and 25 percent of the interest on the loan shall be forgiven for each academic year that a loan recipient is employed as a teacher in a high-demand subject area in the city of Milwaukee and receives a rating of proficient or distinguished as measured by the educator effectiveness system.",Green,,"Wisconsin requires preparation programs to create, submit to the state, and carry out a written plan with sufficient resources to recruit, admit, and retain a diverse student body. ",Green,https://dpi.wi.gov/sites/default/files/imce/licensing/pdf/WI-Educator-Preparation-Program-Approval-Handbook-2020.pdf,Wisconsin shows no evidence of meeting this goal. ,Red,,Wisconsin shows no evidence of meeting this goal. ,Red,
Wyoming,Red,Wyoming does not invest in scholarships and/or loan forgivness programs to attract students of color into teacher preparation programs.,Red,,Wyoming does not have any program approval standards that compel programs to recruit and graduate candidates of color.,Red,,Wyoming shows no evidence of meeting this goal. ,Red,,Wyoming shows no evidence of meeting this goal. ,Red,
red,,"The state should invest in scholarships and/or loan forgiveness programs that target students of color. For an example, see Florida’s Minority Teacher Education Scholars Program.",Red,https://www.ffmt.org/index.cfm?e=inner&itemcategory=23500,"The state should adopt a program approval standard that requires preparation programs to show evidence of plans and efforts to recruit and support a more racially diverse candidate pool in their programs. For an example, see Alabama’s program approval standards. ",Red,https://www.alsde.edu/sec/ep/Program%20Reviews/AF%2002%20College%20and%20University%20Requirements%20(2018).docx,The state should take concrete actions to change licensure policies to increase diversity including eliminating assessments or other burdensome licensure requirements that disproportionally affect candidates of color.,Red,,"The state should invest in supports and incentives for programs that prepare a high number of teachers of color, including MSIs, to grow their efforts to recruit and graduate more teachers of color. For an example, see Virginia’s increased investment in local Historically Black Colleges and Universities (HBCUs) that prepare teachers of color to work in STEM fields.",Red,https://www.virginiabusiness.com/article/northam-proposes-1m-investment-for-future-stem-educators-at-hbcus/
yellow,,"However, the state should invest in scholarships and/or loan forgiveness programs that target students of color. For an example, see Florida’s Minority Teacher Education Scholars Program.",Yellow,https://www.ffmt.org/index.cfm?e=inner&itemcategory=23500,"However, the state should adopt a program approval standard that requires preparation programs to show evidence of plans and efforts to recruit and support a more racially diverse candidate pool in their programs. For an example, see Alabama’s program approval standards. ",Yellow,https://www.alsde.edu/sec/ep/Program%20Reviews/AF%2002%20College%20and%20University%20Requirements%20(2018).docx,"However, the state should take concrete actions to change licensure policies to increase diversity including eliminating assessments or other burdensome licensure requirements that disproportionally affect candidates of color.",Yellow,,"However, the state should invest in supports and incentives for programs that prepare a high number of teachers of color, including MSIs, to grow their efforts to recruit and graduate more teachers of color. For an example, see Virginia’s increased investment in local Historically Black Colleges and Universities (HBCUs) that prepare teachers of color to work in STEM fields.",Yellow,https://www.virginiabusiness.com/article/northam-proposes-1m-investment-for-future-stem-educators-at-hbcus/
green,,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Florida’s Minority Teacher Education Scholars Program.",Green,https://www.ffmt.org/index.cfm?e=inner&itemcategory=23500,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Alabama’s program approval standards.",Green,https://www.alsde.edu/sec/ep/Program%20Reviews/AF%2002%20College%20and%20University%20Requirements%20(2018).docx,"Therefore, the state earned a green in this category.",Green,,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Virginia’s increased investment in local Historically Black Colleges and Universities (HBCUs) that prepare teachers of color to work in STEM fields.",Green,https://www.virginiabusiness.com/article/northam-proposes-1m-investment-for-future-stem-educators-at-hbcus/
best,,The state earned a green and is rated as a best practice in this category.,Best,,The state earned a green and is rated as a best practice in this category.,Best,,The state earned a green and is rated as a best practice in this category,Best,,The state earned a green and is rated as a best practice in this category,Best,
Methodology,,Green: Investment in scholarship and/or loan forgiveness programs with the focus of attracting candidates of color and diversifying the educator workforce; Yellow: Investment in scholarship and/or loan forgiveness programs that help attract all candidates to the profession  but does not prioritize candidates of color; Red: No investment in scholarship and loan forgiveness programs to recruit future candidates.,,,Green: Program approval standard requires programs to report plans or efforts to recruit and/or support candidates of color; Yellow: Program approval standard requires programs to report and publicly share data related to the diversity of their enrollment and/or completers; Red: No mention of recruiting or graduating candidates of color from preparation programs,,,Green: Took concrete actions to change licensure policies to increase diversity including eliminating assessments or other burdensome licensure requirements that disproportionally affect candidates of color; Yellow: stated the priority to interrogate licensure policies and took one or more the following actions: (1) Statutory mandates to report and continuously monitor trends on passage rates and how policies impact candidates of color (2) Convened a set of practitioners to interrogate licensure policies for ethno-racial bias and issued recommendations for state action to remedy bias; Red: No effort to interrogate licensure policies for racial bias or adopt licensure policies that increase diversity while maintaining quality and rigor.,,,Green: Investment in minority serving institutions or programs that are intentionally dedicated to recruiting and supporting candidates of color through grants or other funding sources dedicated to replicating and expanding their success in attracting and preparing candidates of color and diversifying the educator workforce; Yellow: guidance or recommendation to recruit from or develop partnerships with minority serving institutions; Red: No intentional investment in MSIs or programs that prepare a disproportionate number of candidates of color.,,