State,Rating,Text1,Rating1,Link1,Text2,Rating2,Link2,Text3,Rating3,Link3,Text4,Rating4,Link4,Text5,Rating5,Link5
Alabama,Red,Alabama does not provide funding or guidance to develop Grow Your Own Programs,Red,,Alabama shows no evidence of meeting this standard.,Red,,Alabama provides Dual Enrollment programming to prepare students to become teachers. ,Green,https://www.alsde.edu/sec/isvcs/Dual%20Enrollment/ALSDE%20Guiding%20Procedures_Dual%20Enrollment.pdf,Alabama shows no evidence of meeting this standard.,Red,,Alabama shows no evidence of meeting this standard.,,
Alaska,Red,Alaska does not provide funding or guidance to develop Grow Your Own Programs,Red,,Alaska shows no evidence of meeting this standard. ,Red,,Alaska shows no evidence of meeting this standard,Red,,Alaska shows no evidence of meeting this standard.,Red,,Alaska shows no evidence of meeting this standard.,,
Arizona,Red,Arizona invests in programming to provide funding for tuition assistance to paraprofessionals that leads to special education teaching certifications.,Yellow,https://www.azed.gov/specialeducation/2020/02/27/recruitment-retention-info-getset-and-setta-tuition-assistance-programs/,"Arizona provides Equity and Diversity guidance for school leaders and district leaders to support school improvement on the state's website. The state also provides a Culturally Responsive Practices Guide for school and district leaders, including practices around recruiting and retaining diverse teacher workforce.",Green,https://www.azed.gov/improvement/equity-and-diversity,Arizona shows no evidence of meeting this standard.,Red,,Arizona shows no evidence of meeting this standard.,Red,,Arizona shows no evidence of meeting this standard.,,
Arkansas,Yellow,"Arkansas partnered with school districts and institutions of higher education to establish a pathway for high school students to enter the educator workforce, beginning with a career-focused educator preparation coursework track in high school to acquire a Certified Teaching Assistant credential. ",Yellow,http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/becoming-a-teacher-or-school-leader/opportunities-for-high-school-students/certified-teaching-assistant,Arkansas shows no evidence of meeting this standard.,Red,,"Arkansas has a statute that establishes that the Office for the Purpose of Teacher Recruitment may provide leadership to initiate and monitor high school programs for teacher recruitment, provide leadership and assistance to schools for developing Teachers of Tomorrow programs and future teacher clubs, and promote Grow Your Own Teachers projects.",Yellow,,Arkansas requires preparation programs to report the partnerships they have with P-12 schools on their educator preparation program report cards.,Yellow,https://eis.ade.arkansas.gov/eppr/docs/PublicUniversities/2018_6220_UAFS.pdf,Arkansas shows no evidence of meeting this standard.,,
California,Green,"California invested in the California Classified School Employee Teacher Credentialing Program for adults who work in schools to receive grants to enable them to complete their undergraduate education and prepare to become a teacher. The governor proposed a $61.4 reinvestment in the program for the 2020-21 budget pre-pandemic. Additionally, the California Center on Teaching Careers is an extension of the Credentialing Grant Program that supports classified staff to pursue their teaching degrees.",Yellow,https://www.cft.org/article/nearly-300-classified-employees-have-become-teachers-2000-pipeline,California shows no evidence of meeting this standard. ,Red,,California invests in the California Partnership Academies to provide CTE to high school students interested in teaching or careers in education.,Green,https://www.cde.ca.gov/ci/gs/hs/cpagen.asp,California invested in articulation agreement programs between prep programs and Community Colleges to prepare candidates pursuing paraprofessional credentials.,Green,https://www.cde.ca.gov/pd/ee/divteachrecruit.asp,California has an Educator Preparation Program standard for programs to document efforts to recruit and hire a more diverse faculty. ,Yellow,https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/commonstandards-2015-pdf
Colorado,Green,Colorado invested in a Grow Your Own grant program from 2018-2020 to provide support for districts to partner with local IHEs to build a pipeline of educators ,Green,https://law.justia.com/codes/colorado/2018/title-22/teachers/article-60.5/part-2/section-22-60.5-208.5/,"Colorado provides a leadership development program for school principals to develop positive school climates; the state also conducted an equity audit and based on those finding, the state revamped the state-level hiring policies and supports.",Green,https://leg.colorado.gov/bills/hb19-1002,Colorado requires the department of higher education to establish teacher cadet programs in rural schools and districts to identify and support high school students who are interested in pursuing teaching careers in rural Colorado. State statute also requires that students who graduate from a Colorado high school receive priority for scholarships issued through the Grow Your Own Educator program.,Green,,"Colorado invests in the Collaborative Educator Preparation Program grants, a $2 million investment in partnerships among educator preparation programs and schools, districts, or Boards of Education to invest in initiatives that address teacher shortages in Colorado.",Green,https://leg.colorado.gov/sites/default/files/2018a_1332_signed.pdf,Colorado shows no evidence of meeting this standard.,Red,
Connecticut,Yellow,Connecticut funds the Troops the Teachers Program designed to build pipelines from the military to the teaching profession,Yellow,,Connecticut shows no evidence of meeting this standard.,Red,,Connecticut requires the Regional Education Service Center Minority Recruiting Alliance to establish and operate a competitive grant program to assist local and regional boards of education to create future teachers' clubs at middle and high schools.,Green,https://www.cga.ct.gov/2016/ACT/sa/pdf/2016SA-00010-R00HB-05470-SA.pdf,"Connecticut announced that in the fall of 2018, the Department, in partnership with TEACH.org, will launch Teach Connecticut. Connecticut is the first state in the nation to engage TEACH.org to develop on a statewide scale. This multi-stakeholder partnership will engage school districts, CT educator preparation programs, and other education agencies to develop a comprehensive recruiting and marketing system designed to elevate the image of teaching in order to recruit the next generation of CT educators. ",Green,https://connecticut.teach.org/,Connecticut shows no evidence of meeting this standard.,Red,
Delaware,Yellow,Delaware does not provide funding or guidance to develop Grow Your Own Programs,Red,,"On February 19, 2020, the Delaware Department of Education facilitated the first Equity Professional Learning Session planned for the cohort of Delaware Human Resource Directors throughout the state and inclusive of school districts and charters. The continuum of professional learning was planned to support human resource professionals with ongoing learning, development, and supports. The goals aligned to the submitted Delaware ESSA Plan (2017) Delaware Code and regulations [Title 14: 220 Diversity (2009)], and the Delaware Department of Education’s draft Equity Framework with outcomes to increase human resource professionals’ awareness, examine district and charter policies, practices, protocols, and systems. As a result of the professional learning continuum, the planning team intended outcomes resulting in human resource professionals’ eliminating explicit biases, monitoring implicit biases, removing barriers, dismantling deficit systems, and eradicating institutional and structural racism. The goal was for Delaware Human Resource Directors to serve a champions to enable access to diverse educator candidates (versus defaulting to gate keeping). Unfortunately at this time, human resources professional learning cohort is no longer an invested priority, although survey data from Delaware Human Resource Directors demanded the equity professional learning continuum; and the Human Resource Directors’ collective feedback was exemplary.",Green,https://www.doe.k12.de.us/Page/4086,"Delaware house an Educators Rising state coordinator in the SEA to promote teacher academies across the state and invests in the Pathways to Prosperity Programming to provide high school students with the skills and pathways to pursue career opportunities, including classroom teaching. ",Green,https://news.delaware.gov/2016/08/11/governor-markell-announces-initiative-to-expand-pathways-to-prosperity-program/,Delaware does not invest in partnerships between districts and teacher preparation programming to ensure targeted hiring of teachers of color.,Red,,Delaware does not invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions.,Red,
Florida,Red,Florida does not provide funding or guidance to develop Grow Your Own Programs,Red,,Florida shows no evidence of meeting this standard.,Red,,"Florida established the minority teacher education scholars program, a scholarship program for students of color who are admitted to teacher education programs and includes high schools in the process of identifying likely candidates for the scholarship.",Green,,Florida shows no evidence of meeting this standard. ,Red,,Florida shows no evidence of meeting this standard.,,
Georgia,Red,Georgia does not provide funding or guidance to develop Grow Your Own Programs,Red,,Georgia shows no evidence of meeting this standard.,Red,,Georgia developed the Career Pathways into Teaching track for high school students available through state-led CTE programming. ,Green,https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-ET.aspx,Georgia shows no evidence of meeting this standard. ,Red,,Georgia shows no evidence of meeting this standard.,,
Hawaii,Red,Hawaii invests in a Grow Our Own Teachers Initiative to provide stipends for current staff with bachelor's degrees to obtain a post-baccalaureate certificate in teacher education to teach for at least three years in the state,Green,http://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/Grow-Our-Own-2019.aspx,Hawaii shows no evidence of meeting this standard.,Red,,Hawaii shows no evidence of meeting this standard.,Red,,Hawaii shows no evidence of meeting this standard.,Red,,Hawaii shows no evidence of meeting this standard.,,
Idaho,Red,Idaho Provided guidance for LEAs to use existing funding to create opportunities for noncertified employees to gain their teaching certification while employed by the district,Yellow,https://legislature.idaho.gov/wp-content/uploads/sessioninfo/2020/legislation/S1325SOP.pdf,Idaho shows no evidence of meeting this standard.,Red,,Idaho shows no evidence of meeting this standard.,Red,,Idaho shows no evidence of meeting this standard.,Red,,Idaho shows no evidence of meeting this standard.,,
Illinois,Green,Illinois funds Grow Your Own Illinois which includes direct state funding to provide scholarships and assistance for community members to become certified teachers and work in schools in the state,Green,https://growyourownteachers.org/index.php?option=com_content&view=article&id=210&Itemid=534&lang=en,Illinois set an FY21 goal to invest in anti-bias and cultural competence training within the state education agency.,Yellow,,"Illinois requires the Grow Your Own Illinois program to consider high school students enrolled in a dual credit course as potential candidates for recruitment. Statute also establishes the Golden Apple Scholars of Illinois Program in order to encourage academically talented students, especially minority students, to pursue teaching careers. In addition, state regulation establishes the Paul Douglas Teacher Scholarship Program to encourage outstanding high school graduates to pursue teaching careers.",Green,,"Illinois funds Grow Your Own Illinois which facilitates partnership opportunities between districts, preparation programs, and Community Based Organizations in the state. ",Green,https://growyourownteachers.org/index.php?option=com_content&view=article&id=210&Itemid=534&lang=en,Illinois shows no evidence of meeting this standard.,,
Indiana,Yellow,Indiana has worked with Higher Ed Prep Programs throughout the state to increase access to educator prep programs through Grow Your Own Initiatives focused on diverse hiring practices and preparation of teachers. ,Yellow,https://www.doe.in.gov/sites/default/files/news/aug-28-grow-your-own.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=,"Indiana developed a Cultural Competency Resource page to serve as a hub for educators to become versed in research and practices to meet the varied needs of their student groups. This website is a curation of the most relevant and appropriate resources. Additionally, IDOE offers educators ongoing professional development in culturally responsive teaching through both live and virtual options. A conference titled, Overcoming the Achievement Gap Trap with leading expert Anthony Muhammed, was also scheduled for Fall 2020.",Green,https://www.doe.in.gov/school-improvement/cultural-competency,Indiana created the next generation Hoosier educators scholarship program which establishes that applicants must have graduated from an Indiana high school in either the top 20 percent or with a qualifying SAT/ACT score.,Green,,Indiana does not invest in partnerships between districts and teacher preparation programming to ensure targeted hiring of teachers of color ,Red,,Indiana does not invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions,Red,
Iowa,Red,Iowa does not provide funding or guidance to develop or support Grow Your Own Programs,Red,,Iowa shows no evidence of meeting this standard.,Red,,Iowa shows no evidence of meeting this standard.,,,Iowa shows no evidence of meeting this standard.,Red,,Iowa shows no evidence of meeting this standard.,Red,
Kansas,Red,Kansas funds the Paraprofessional to Teachers grant to Washburn University to support their Grow Your Own program to prepare paraprofessionals to become teachers. ,Green,https://www.kansasregents.org/academic_affairs/teacher_education_initiatives,Kansas shows no evidence of meeting this standard.,Red,,Kansas shows no evidence of meeting this standard.,,,Kansas shows no evidence of meeting this standard.,Red,,Kansas shows no evidence of meeting this standard.,Red,
Kentucky,Red,Kentucky has a statute that requires the department of education to develop a plan to create programming that encourages paraprofessionals in schools and other nontraditional students to pursue additional education to become teachers. ,Yellow,https://apps.legislature.ky.gov/law/statutes/statute.aspx?id=3885,Kentucky shows no evidence of meeting this standard.,Red,,"Kentucky required by law to develop a plan for recruitment to the teaching profession, including an early recruitment program to inform middle and high school students about the potential of a teaching career.",Yellow,https://apps.legislature.ky.gov/law/statutes/statute.aspx?id=3885,Kentucky shows no evidence of meeting this standard.,Red,,Kentucky shows no evidence of meeting this standard.,Red,
Louisiana,Yellow,Louisiana provides funding for paraprofessionals to pursue a teaching degree in the state.,Yellow,http://legis.la.gov/legis/Law.aspx?d=81176,Louisiana does not invest in or provide guidance on cultural competence and anti-bias professional development for hiring managers in the state. ,Red,,Louisiana partners with the Educators Rising Louisiana chapter to work with local schools to build a pipeline of local educators with a specific focus on increasing the racial diversity of the educator workforce. The SEA also approved the Pre-Educator Pathway in 2019 to support High School students in pursuing a career in education,Green,https://www.louisianabelieves.com/docs/default-source/js-graduation-pathways/pre-educator-pathway-brief---university-of-louisiana-at-monroe-pre-educator-pathway.docx?sfvrsn=7c549d1f_8,Louisiana releases funding guidance and opportunities for school systems to request funding to support talent management programming and must identify and partner with teacher preparation programs to meet at least three of their educator workforce needs. ,Yellow,https://www.louisianabelieves.com/docs/default-source/district-support/louisianas-school-system-planning-guide.pdf,Louisiana does not invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions,Red,
Maine,Red,Maine does not provide funding or guidance to develop or support Grow Your Own Programs,Red,,Maine shows no evidence of meeting this standard.,Red,,"Maine established the Paul Douglas Teacher Scholarship Program, which provides funding for eligible high school graduates in the state who plan to pursue a course of study leading to a teacher certification and are enrolled as a full time student at an accredited postsecondary institution.",Green,,Maine shows no evidence of meeting this standard.,Red,,Maine shows no evidence of meeting this standard.,Red,
Maryland,Yellow,Maryland funds the Teaching Fellows for Maryland Scholarship for students who pledge to work as public school teachers in Maryland upon completion of their studies at high-needs schools,Green,https://mhec.maryland.gov/preparing/Pages/TeachingFellowsMDScholarship.aspx,Maryland developed the Guide to Educational Equity in Maryland for HR leaders and other hiring managers to support their practices in creating a more diverse and culturally responsive workforce. ,Green,http://marylandpublicschools.org/stateboard/Documents/08272019/TabH-EquityGuide.pdf,Maryland required by law to establish a comprehensive recruitment and outreach program designed to encourage the top 25 percent of high school students from each local school system to consider pursuing a Maryland professional teacher's certificate. Statute also establishes the Teaching Fellows for Maryland scholarship that may be awarded to high school graduates in the state who pledge to work as public school teachers at schools that have at least 50 percent of students eligible for free or reduced price meals.,Green,,Maryland shows no evidence of meeting this standard.,Red,,Maryland shows no evidence of meeting this standard.,Red,
Massachusetts,Green,Massachusetts provides competitive grants to districts to build out Grow Your Own programming ,Green,http://www.doe.mass.edu/bese/docs/fy2019/2019-05/item1.html,"In October 2020, all 440 Massachusetts Department of Elementary and Secondary Education (DESE) staff and approximately 50 partners participated in 16 hours of anti-racism and cultural competence training. The follow up training will include examining specific state policies and practices through an equity lens, including hiring and retention of staff. Additionally, DESE is entering its second year of leading the Diversity Network, a network of schools, districts, and educator preparation programs working to diversify the educator workforces. Through support from its lead partner, The New Teacher Project (TNTP), network participants interrogate current practices and work to make changes to improve recruitment and retention efforts. ",Green,,Massachusetts invests in the InSPIRED Fellowship that focuses on the recruitment of high school students into the teaching profession. ,Green,http://www.doe.mass.edu/bese/docs/fy2019/2019-05/item1.html,Massachusetts encourages and supports partnerships between districts and teacher preparation programs on their state website. ,Yellow,http://www.doe.mass.edu/edprep/partnerships/,"Massachusetts invests in diversifying the superintendent pipeline through a fellowship program for qualified educators who desire to move into the superintendent role in the next five years, and support for school districts to become more culturally responsive and engage in intentional strategy development and execution arouund diversifying their educator workforce.",Green,http://www.doe.mass.edu/teach/diversity.html
Michigan,Yellow,Michigan provides guidance on the website about developing Grow Your Own programming ,Yellow,https://www.michigan.gov/documents/mde/Grow_Your_Own_Addressing_Vacancies_and_Shortages_620643_7.PDF,,Red,,Michigan's state legislature appropriated funds in the 2018-19 budget to establish a teacher recruitment program that provides resources and programming to high school students who are interested in teaching and who are members of underrepresented groups in the teaching profession,Green,,Michigan does not invest in partnerships between districts and teacher preparation programming to ensure targeted hiring of teachers of color ,Red,,Michigan does not invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions,Red,
Minnesota,Yellow,Minnesota invests in a Grow Your Own Grant program for districtss to apply for funding to either support paraprofessional pathways or high school pathways into teaching. ,Green,https://education.mn.gov/MDE/DSE/MDE087103,"Additionally, DESE is entering its second year of leading the Diversity Network, a network of schools, districts, and educator preparation programs working to diversify the educator workforces. Through support from our lead partner, The New Teacher Project (TNTP), network participants ",Red,,"Minnesota encourages schools, districts and postsecondary institutions to develop and offer courses promoting teaching as a profession to students (especially American Indian students and students of color).",Yellow,,Minnesota shows no evidence of meeting this standard.,Red,,Minnesota shows no evidence of meeting this standard.,Red,
Mississippi,Yellow,Mississippi developed the Mississippi Grow-Your-Own Teacher Task Force that created guidance for stakeholders across the state to form GYO programs to diversify the teacher workforce,Yellow,https://www.mdek12.org/OETA/Mississippis-Grow-Your-Own-Teacher-Initiative,Mississippi shows no evidence of meeting this standard,Red,,Mississippi funds the Teaching Fellows Program to attract qualified teachers by awarding forgivable loans to eligible Mississippi high school seniors preparing to teach in public schools in the state.,Green,,Mississippi shows no evidence of meeting this standard.,Red,,Mississippi shows no evidence of meeting this standard.,Red,
Missouri,Red,"Missouri developed the Missouri Grow Your Own Task Force that issued guidance, best practices, and recommendations to districts for develop Grow Your Own programming",Yellow,https://dese.mo.gov/sites/default/files/GrowYourOwnResourceGuideFINAL2020.pdf,Missouri shows no evidence of meeting this standard,Red,,Missouri shows no evidence of meeting this standard.,Red,,Missouri shows no evidence of meeting this standard.,Red,,Missouri shows no evidence of meeting this standard.,Red,
Montana,Red,Montana does not provide funding or guidance to develop Grow Your Own Programs,Red,,Montana shows no evidence of meeting this standard.,Red,,Montana shows no evidence of meeting this standard.,Red,,Montana shows no evidence of meeting this standard.,Red,,Montana shows no evidence of meeting this standard.,Red,
Nebraska,Red,Nebraska does not provide funding or guidance to develop Grow Your Own Programs,Red,,Nebraska shows no evidence of meeting this standard.,Red,,"Nebraska funds the Attracting Excellence to Teaching Program, which provides loans to eligible Nebraska high school graduates committed to teaching in the state upon successful completion of a teacher education program and loan forgiveness to those who are eligible.",Green,,Nebraska shows no evidence of meeting this standard.,Red,,Nebraska shows no evidence of meeting this standard.,Red,
Nevada,Red,Nevada invests in the Teach Nevada Scholarship program for new students pursuing initial teacher licensure programs through state-approved EPPs,Green,"http://www.doe.nv.gov/Educator_Effectiveness/Educator_Develop_Support/Teach_Nevada_Scholarships/#:~:text=Teach%20Nevada%20Scholarships%20are%20available,Eligible%20candidates%20include%3A&text=Students%20who%20possess%20a%20bachelor's,and%20spouses%20of%20veterans%3B%20or",Nevada shows no evidence of meeting this standard.,Red,,Nevada shows no evidence of meeting this standard.,Red,,Nevada shows no evidence of meeting this standard.,Red,,Nevada shows no evidence of meeting this standard.,Red,
New Hampshire,Red,New Hampshire does not provide funding or guidance to develop Grow Your Own Programs,Red,,New Hampshire shows no evidence of meeting this standard.,Red,,"New Hampshire developed the Future Educators Academy, which provides dual enrollment opportunities for high school students in the state.",Green,http://www.nheon.org/nh_projects/pathways/EducationCareerPlanningForm.pdf,New Hampshire shows no evidence of meeting this standard.,Red,,New Hampshire shows no evidence of meeting this standard.,Red,
New Jersey,Red,New Jersey does not provide funding or guidance to develop Grow Your Own Programs,Red,,New Jersey shows no evidence of meeting this standard,Red,,New Jersey shows no evidence of meeting this standard.,Red,,New Jersey invested $750K in the Diversifying the Teacher Pipeline grant program to support educator preparation programs with expanding in order to recruit and prepare a greater number of teacher candidates of color to meet the needs of partnering LEAs. ,Green,https://nj.gov/education/grants/opportunities/2019/19-TE01-G03.shtml,New Jersey shows no evidence of meeting this standard.,Red,
New Mexico,Red,New Mexico invests in the Grow Your Own Teachers scholarship to provide opportunities for educational assistants to pursue careers in teaching in New Mexico,Green,https://hed.state.nm.us/financial-aid/scholarships/grow-your-own-teachers,New Mexico shows no evidence of meeting this standard,Red,,New Mexico shows no evidence of meeting this standard.,Red,,New Mexico shows no evidence of meeting this standard.,,,New Mexico shows no evidence of meeting this standard.,Red,
New York,Green,"New York invests in the Teacher Diversity Pipeline Pilot program which funds partnerships between districts, preparation programs, and other entities to assist teacher aides and teaching assistants in obtaining teacher certifications ",Green,http://www.p12.nysed.gov/funding/2019-teacher-diversity-pipeline-pilot/home.html,New York developed a culturally sustaining pedagogy framework for all leaders in the state to help serve students from all backgrounds and employ a more diverse workforce.,Green,http://www.nysed.gov/common/nysed/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf,New York shows no evidence of meeting this standard.,Red,,"New York funds the Teacher Opportunity Corps, an investment in programs that are intentionally dedicated to recruiting and supporting candidates of color and preparing them to be full time classroom teachers. ",Green,http://www.p12.nysed.gov/compcontracts/16-012-toc/,"New York supports SUNY's Promoting Recruitment, Opportunity, Diversity, Inclusion, and Growth initiative to diversify faculties in post-secondary institutions, including teacher preparation programs. ",Yellow,https://www.suny.edu/prodig/
North Carolina,Yellow,North Carolina invests in the Teacher Assistants Reimbursement Pilot Program (TA's to Teachers) which assists teacher assistants who want to pursue a college degree that will result in teacher licensure.,Green,"https://www.dpi.nc.gov/educators/teachers-corner/tas-to-teachers#:~:text=Additionally%2C%20each%20local%20board%20of,cost%20of%20tuition%20and%20fees.",North Carolina shows no evidence of meeting this standard.,Red,,North Carolina created the Future Teachers of North Carolina to encourage high-achieving high school students to consider teaching as a career.,Green,"https://myapps.northcarolina.edu/p12division/future-teachers-program/#:~:text=The%20Future%20Teachers%20of%20North,teaching%20as%20a%20career%20pathway.",North Carolina requires educator preparation programs to report the direct and ongoing service the institutions provide to the state's public schools throughout each school year. ,Yellow,,North Carolina does not invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions.,Red,
North Dakota,Red,North Dakota does not provide funding or guidance to develop Grow Your Own Programs,Red,,North Dakota shows no evidence of meeting this standard.,Red,,North Dakota does not invest in teacher academies or duel-enrollment programming to promote the teaching profession to a racially diverse set of students.,Red,,North Dakota shows no evidence of meeting this standard.,Red,,North Dakota shows no evidence of meeting this standard.,Red,
Ohio,Red,Ohio authorized the department of education to establish a grant program that may include supporting the implementation of Grow Your Own programs,Yellow,,Ohio shows no evidence of meeting this standard.,Red,,Ohio shows no evidence of meeting this standard.,Red,,Ohio shows no evidence of meeting this standard.,Red,,Ohio shows no evidence of meeting this standard.,Red,
Oklahoma,Yellow,Oklahoma invests in the Future Teachers Scholarship program for high school students to become teachers in shortage areas in Oklahoma,Green,https://secure.okcollegestart.org/Financial_Aid_Planning/Scholarships/Career_Scholarships/Future_Teachers_Scholarship_Program.aspx,Oklahoma shows no evidence of meeting this standard.,Red,,Oklahoma State Regents for Higher Education is tasked with establishing and maintaining a scholarship program encouraging high school graduates in the top 15 percent of their graduating class to pursue teaching.,Green,https://secure.okcollegestart.org/Financial_Aid_Planning/Scholarships/Career_Scholarships/Future_Teachers_Scholarship_Program.aspx,Oklahoma shows no evidence of meeting this standard.,Red,,Oklahoma shows no evidence of meeting this standard.,Red,
Oregon,Best,"Oregon invests in the Oregon Minority Educator Pipeline Models Grant, a two year grant to support districts with developing a program that produces a pipeline of educators of color into the profession. ",Green,https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/10%20581-018-0400-thru-0424-or-minority-educator-pipeline-models-grant.pdf,"Oregon developed a recommendation in its 2019 Educator Equity Report to provide anti-bias training for staff to develop more effective, culturally responsive and equity-driven recruitment and hiring strategies, and to develop diverse human resource teams in which linguistically and ethnically diverse teachers can help share more effective recruitment and hiring strategies. ",Yellow,https://www.oregon.gov/eac/Documents/FINAL_Ed%20Equity%20Rpt_2019_9.5.19.pdf,"Oregon invests in the Oregon Minority Educator Pipeline Models Grant which provides funds to school districts and postsecondary institutions for the creation of a number of collaborative processes, including creating a high school cadet program to recruit future educators who are culturally and linguistically diverse.",Green,https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/10%20581-018-0400-thru-0424-or-minority-educator-pipeline-models-grant.pdf,"Oregon established the Educator Preparation Improvement Fund to provide funding to facilitate school district and teacher preparation program partnerships aimed at recruiting underrepresented individuals, teachers and administrators to work in high-needs schools and subject areas. Additionally, the Oregon Minority Educator Pipeline Models Grant provides funds to school districts and postsecondary institutions for the creation of a number of collaborative processes.",Green,,Oregon partnered with Portland State University and COSA Leads to develop the Leading for Learning: Aspiring Leaders program with a goal of increasing and retaining a diverse pipeline of principal preparation candidates including people of color and other individuals from historically underrepresented groups. ,Green,"https://chalkboardproject.org/initiatives/leading-learning#:~:text=The%20Leading%20for%20Learning%20(LFL,a%20high%2Dquality%20education%20by%3A&text=Deepening%20instructional%20leadership%20skills%20in%20existing%20school%20district%20administration"
Pennsylvania,Green,"Pennsylvania invested in the Aspiring to Educate program to provide multiple pathways to high school students, adults, paraprofessionals, and college students to become teachers and includes financial supports for the preparation of the aspiring teachers",Green,https://www.inquirer.com/education/pennsylvania-black-teacher-diversity-philadelphia-20191120.html,Pennsylvania shows no evidence of meeting this standard.,Red,,"Pennsylvania included a ""Youth Pathway for Aspiring Educators"" as part of its Aspiring to Educate program to provide juniors in high schools with a path into a partnering institution of higher education as part of a duel enrollment program with upwards of 30 credits available. ",Green,https://www.education.pa.gov/Postsecondary-Adult/Pages/Aspiring-to-Educate.aspx,"Pennsylvania invested in the Aspiring to Educate program to provide multiple pathways to high school students, adults, paraprofessionals, and college students to become teachers which includes a $500K investment in partnerships between districts and teacher preparation programs. ",Green,https://www.media.pa.gov/Pages/Education-Details.aspx?newsid=757,"Pennsylvania requires preparation programs to share a synopsis of its efforts to recruit, hire, and retain a diverse faculty. Regulations require providers have a formal and active plan to diversify faculty.",Yellow,https://www.education.pa.gov/Documents/Teachers-Administrators/Certification%20Preparation%20Programs/Institutional%20Program%20Approval/Professional%20Educator%20Program%20Approval%20Major%20Review%20Handbook.pdf
Rhode Island,Red,Rhode Island does not provide funding or guidance to develop Grow Your Own Programs.,Red,,Rhode Island shows no evidence of meeting this standard.,Red,,Rhode Island shows no evidence of meeting this standard.,Red,,Rhode Island shows no evidence of meeting this standard.,Red,,Rhode Island shows no evidence of meeting this standard.,Red,
South Carolina,Red,South Carolina does not provide funding or guidance to develop Grow Your Own Programs.,Red,,South Carolina shows no evidence of meeting this standard.,Red,,South Carolina shows no evidence of meeting this standard.,Red,,South Carolina shows no evidence of meeting this standard.,Red,,South Carolina shows no evidence of meeting this standard.,Red,
South Dakota,Red,South Dakota funded a Grow Your Own program that ended in June 2020.,Yellow,,South Dakota shows no evidence of meeting this standard.,Red,,South Dakota shows no evidence of meeting this standard.,Red,,South Dakota shows no evidence of meeting this standard.,Red,,South Dakota shows no evidence of meeting this standard.,Red,
Tennessee,Green,Tennessee developed a competitive grant program in 2019 for Grow Your Own Programs and launched a competitive grant program in September 2020 with CARES Act funding to provide 20 partnerships with $100K to support expanding or forming Grow Your Own programming. ,Green,https://www.tn.gov/education/news/2020/8/3/tdoe-announces--2-million-grow-your-own-grant-for-innovative--no-cost-pathways-to-teaching-profession-.html,"Tennessee partnered with the Department of Human Resources to offer trainings on Unconscious Bias and Understanding and Embracing Diversity for all state employees, not just hiring managers in the state.",Green,,Tennessee does not invest in teacher academies or duel-enrollment programming to promote the teaching profession to a racially diverse set of students.,Red,,Tennessee provided grants for partnerships between prep programs and districts to ensure targeted hiring.  ,Green,https://www.tn.gov/content/dam/tn/education/reports/Preparation_through_Partnership.pdf,Tennessee invested in the Diverse Leaders Network (within the Aspiring Administrators Academy) to support educators of color to acquire an administrator license and certification. There are currently 20 spots for 2021.  ,Green,
Texas,Green,Texas provides funding opportunities and guidance for districts and preparation programs to invest in Grow Your Own programming to increase the quality and diversity of the workforce.,Green,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/grow-your-own,Texas does not invest in guidance on cultural competence or anti-bias professional development for hiring managers in the state.,Red,,Texas requires that the Texas Education Agency transfer excess funds in the charter school liquidation fund to support a grant program established by the agency to encourage high school students to enter the teaching profession. The state also invests in a pathway in their Grow Your Own programming that includes an option to develop teacher academies at the district level.,Green,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/grow-your-own,Texas provides funding opportunities and guidance for districts to partner with preparation programs to invest in Grow Your Own programming to increase the quality and diversity of the workforce. The guidance includes resources to support the development of strong partnerships between teacher preparation programs and districts.,Green,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/grow-your-own,"Texas invests in the Principal Residency Grant to provide districts with an opportunity to build strong campus leaders and support internal leadership pipelines through full-time, year-long principal residencies. The Grant includes a goal of diversifying the Principal workforce. ",Green,https://tea.texas.gov/finance-and-grants/grants/grants-administration/grants-awarded/2020-2021-principal-residency-grant-cycle-3
Utah,Red,Utah invested in a Paraeducator to Teacher Scholarship Program that awards funding to paraeducators in Utah to acquire an associates degree in education or to fund the first two years of a bachelor program. ,Green,https://www.schools.utah.gov/file/3ec40e33-83e6-4cea-962d-f84f775e6dbd,Utah shows no evidence of meeting this standard.,Red,,Utah shows no evidence of meeting this standard.,Red,,Utah shows no evidence of meeting this standard.,,,Utah shows no evidence of meeting this standard.,Red,
Vermont,Red,Vermont does not provide funding or guidance to develop Grow Your Own Programs.,Red,,Vermont shows no evidence of meeting this standard.,Red,,Vermont shows no evidence of meeting this standard.,Red,,Vermont shows no evidence of meeting this standard.,,,Vermont shows no evidence of meeting this standard.,Red,
Virginia,Red,"Virginia invests in the Virginia Teaching Scholarship Loan Program which provides scholarships to teacher candidates, including paraprofessionals in Virginia schools, at a Virginia institution of higher education to become a teacher in Virginia.",Green,https://law.lis.virginia.gov/vacode/title22.1/chapter15/section22.1-290.01/,Virginia shows no evidence of meeting this standard.,Red,,Virginia shows no evidence of meeting this standard.,Red,,Virginia shows no evidence of meeting this standard.,,,Virginia shows no evidence of meeting this standard.,Red,
Washington,Green,"Washington invests in multiple Grow Your Own opportunities, including  Alternative route block grants to provide funding for preparation programs, districts, and candidate conditional loan scholarships to support alternative routes programs engaging Grow Your Own teacher strategies to address district and teacher candidate needs; and the Pipeline for Paraeducators Conditional Scholarship to support paraeducators in acquiring a teaching license to teach in Washington.",Green,https://wsac.wa.gov/teachers,"Washington supports district HR offices through online training modules. These tools are intended to assist HR staff in their efforts to identify, hire, and support the educators who best meet their district’s workforce needs, including efforts to diversify the educator workforce.",Green,https://www.pesb.wa.gov/workforce/human-resources-support/,"Washington tasks the professional educator standards board to administer the recruiting Washington teachers program to recruit and provide training and support for high school students to enter the field of education, especially in shortage areas. ",Green,https://www.pesb.wa.gov/pathways/rwt/,"Washington invests in the Alternative route block grants to provide funding for preparation programs, districts, and candidate conditional loan scholarships to support alternative routes programs engaging Grow Your Own teacher strategies to address district and teacher candidate needs.",Green,https://www.pesb.wa.gov/innovation-policy/grants-pilots/alternative-route-to-teaching-block-grants/,Washington shows no evidence of meeting this standard.,Red,
West Virginia,Red,West Virginia does not provide funding or guidance to develop Grow Your Own Programs.,Red,,West Virginia shows no evidence of meeting this standard.,Red,,West Virginia funds the Underwood-Smith Teaching Scholars program which provides scholarships to high-achieving high school graduates committed to teaching in a critical teacher shortage field in the state.,Green,,West Virginia shows no evidence of meeting this standard. ,Red,,West Virginia shows no evidence of meeting this standard.,Red,
Wisconsin,Yellow,Wisconsin does not provide funding or guidance to develop Grow Your Own Programs.,Red,,"Wisconsin developed a Culturally Responsive Problem-Solving Guide for educators to support more culturally relevant decision-making processes, including hiring processes. ",Green,https://dpi.wi.gov/sites/default/files/imce/sped/pdf/culturally-responsive-problem-solving-guide.pdf,Wisconsin established minority student participation and retention grants which may be used for providing internships to minority students enrolled in programs that prepare them for admission to teacher education programs at University of Wisconsin institutions.,Green,,Wisconsin shows no evidence of meeting this standard.,Red,,"Wisconsin has a educator preparation program approval standard that requires programs to recruit, hire, and retain a diverse educator preparation faculty.",Yellow,https://dpi.wi.gov/sites/default/files/imce/licensing/pdf/WI-Educator-Preparation-Program-Approval-Handbook-2020.pdf
Wyoming,Red,Wyoming does not provide funding or guidance to develop Grow Your Own Programs.,Red,,Wyoming shows no evidence of meeting this standard.,Red,,Wyoming does not invest in teacher academies or duel-enrollment programming to promote the teaching profession to a racially diverse set of students.,Red,,Wyoming shows no evidence of meeting this standard.,Red,,Wyoming shows no evidence of meeting this standard.,Red,
red,,"The state should invest in Grow Your Own programs and ensure that districts have strategic approaches to building and supporting these programs. For an example, see Texas’ Grow Your Own grant program. ",Red,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/grow-your-own,,,,"The state should invest in teacher academies or dual-enrollment program with the focus of attracting candidates of color and diversifying the educator workforce. For an example, see Oregon’s Minority Educator Pipeline Models Grant which provides funds to school districts and postsecondary institutions to create collaborative processes, including a high school cadet program to recruit future educators who are culturally and linguistically diverse.",Red,https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/10%20581-018-0400-thru-0424-or-minority-educator-pipeline-models-grant.pdf,"The state should invest in partnerships between districts and teacher preparation programs with the focus of attracting candidates of color to diversify the educator workforce. For an example, see New York’s Teacher Diversity Pipeline Pilot program that funds partnerships between districts, preparation programs, and other entities to assist teacher aides and teaching assistants in obtaining teacher certifications. ",Red,http://www.p12.nysed.gov/funding/2019-teacher-diversity-pipeline-pilot/home.html,"The state should invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions, including the education leaders at teacher preparation programs, district leadership, and school leadership. For an example, see Massachusetts’ investment in diversifying the superintendent pipeline. ",Red,http://www.doe.mass.edu/teach/diversity.html
yellow,,"However, the state should invest in Grow Your Own programs and ensure that districts have strategic approaches to building and supporting these programs. For an example, see Texas’ Grow Your Own grant program. ",Yellow,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/grow-your-own,,,,"However, the state should invest in teacher academies or dual-enrollment program with the focus of attracting candidates of color and diversifying the educator workforce. For an example, see Oregon’s Minority Educator Pipeline Models Grant which provides funds to school districts and postsecondary institutions to create collaborative processes, including a high school cadet program to recruit future educators who are culturally and linguistically diverse. ",Yellow,https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/10%20581-018-0400-thru-0424-or-minority-educator-pipeline-models-grant.pdf,"However, the state should invest in partnerships between districts and teacher preparation programs with the focus of attracting candidates of color to diversify the educator workforce. For an example, see New York’s Teacher Diversity Pipeline Pilot program that funds partnerships between districts, preparation programs, and other entities to assist teacher aides and teaching assistants in obtaining teacher certifications. ",Yellow,http://www.p12.nysed.gov/funding/2019-teacher-diversity-pipeline-pilot/home.html,"However, the state should invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions, including the education leaders at teacher preparation programs, district leadership, and school leadership. For an example, see Massachusetts’ investment in diversifying the superintendent pipeline. ",Yellow,http://www.doe.mass.edu/teach/diversity.html
green,,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Texas’ Grow Your Own grant program. ",Green,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/grow-your-own,,,,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Oregon’s Minority Educator Pipeline Models Grant which provides funds to school districts and postsecondary institutions to create collaborative processes, including a high school cadet program to recruit future educators who are culturally and linguistically diverse. ",Green,https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/10%20581-018-0400-thru-0424-or-minority-educator-pipeline-models-grant.pdf,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see New York’s Teacher Diversity Pipeline Pilot program that funds partnerships between districts, preparation programs, and other entities to assist teacher aides and teaching assistants in obtaining teacher certifications.",Green,http://www.p12.nysed.gov/funding/2019-teacher-diversity-pipeline-pilot/home.html,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Massachusetts’ investment in diversifying the superintendent pipeline.",Green,http://www.doe.mass.edu/teach/diversity.html
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,,The state earned a green and is rated as a best practice in this category.,Best,
Methodology,,"Green: Includes developing and expanding GYO programming as a priority through the State Education Agency (SEA) or state-level legislation, funds GYO programming from the state level, and provides state-led guidance on developing GYO programming; Yellow: Positive policy conditions to encourage districts/prep programs to develop GYO programming (e.g. providing scholarships or stipends to paraprofessionals to complete licensure requirements to become teachers); or provides guidance or encouragement through their SEA website to create GYO programs; Red: No state support for GYO programs.",,,Green: provides professional develop and training on cultural competence and/or anti-bias practices for hiring managers at the state level to increase the racial diversity of the workforce; Yellow: provides resources for hiring managers at the state and district level to help increase the racial diversity of the workforce; Red: No evidence of investment in resources or trainings on cultural competence and/or anti-bias practices for hiring managers at the state level to increase the racial diversity of the workforce.,,,Green: Investment in teacher academies and dual-enrollment programming with the focus on attracting candidates of color and diversifying the educator workforce; Yellow: Investment in teacher academies and/or dual-enrollment programming that help all candidates to the profession but does not prioritize candidates of color; Red: No investment in teacher academies and dual-enrollment programming to recruit future candidates.,,,"Green: Investment in partnerships between districts and teacher preparation programs, particularly minority serving institutions, with the focus of attracting candidates of color and diversify the educator workforce; Yellow: Investment in partnerships between districts and teacher preparation programs that help attract all candidates to the profession but does not prioritize candidates of color; Red: No investment in partnerships between districts and teacher preparation programs to recruit future candidates.",,,"Green: Investment in programming that increases the diversity in faculty in teacher preparation programs, district leadership, school leadership, or other areas that influence hiring and recruitment decisions; Yellow: Commitment to the diversity of the educator workforce in areas that influence hiring and recruitment decisions including requiring programs and districts to report on efforts to increase the diversity of their workforces in these areas; Red: No evidence of programming or support in this space.",,