State,Rating,Text1,Rating1,Link1,Text2,Rating2,Link2,Text3,Rating3,Link3,Text4,Rating4,Link4 Alabama,Red," does not have a clear, public, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Alabama showed no evidence of meeting this goal. ,Red,,Alabama does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Alabama shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Alaska,Red," does not have a clear, public, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Alaska showed no evidence of meeting this goal.,Red,,Alaska does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Alaska shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Arizona,Yellow,"Arizona posted a goal of ""building a robust and talented educator pipeline that reflects the diverse make-up of Arizona's 1.1 million students"" on the state website.",Yellow,https://www.azed.gov/equity/,Arizona showed no evidence of meeting this goal.,Red,,Arizona does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,"Arizona hired an Associate Supt of Equity, Diversity, and Inclusion - oversees equity initiatives including the goal of building a robust and talented educator pipeline that reflects the diverse make-up of the student population.",Green,https://cms.azed.gov/home/GetDocumentFile?id=596f6e433217e1055804e521 Arkansas,Red,"Arkansas posted a clear, numeric goal to increase the number of minority teachers in public schools by 25 percent by 2025 on the state website.",Best,http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/teach-arkansas,Arkansas showed no evidence of meeting this goal.,Red,,Arkansas does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Arkansas shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, California,Red,"California set educator diversity as a public priority, including making it a state priority to recruit and retain more Black teachers.",Yellow,,California showed no evidence of meeting this goal.,Red,,California provides guidance for districts and preparation programs to invest in strategies to increase the racial diversity of the educator workforce. ,Yellow,,California shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Colorado,Yellow,Colorado publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative - also passed a House Bill to convene a workgroup on the diversity of the educator workforce and submit a report of recommendations for the state by fall 2021. ,Green,http://leg.colorado.gov/bills/hb20-1007,"Colorado, through a state collaborative between the CDE and the Colorado Education Association, supports the Diverse and Learner Ready Teacher initiative that supports the engagement of educators and leaders at the local level. The specific work includes identifying and breaking down systemic racism in the educational system.",Green,,Colorado provides guidance for districts and preparation programs on strategies to increase the racial diversity of the workforce through the 2014 minority educator recruitment report.,Yellow,http://www.cde.state.co.us/cdeprof/2014minorityeducatorrecruitmentreport,"Colorado passed HB20-1007 to direct the department of higher education and the department of education to convene a workgroup on the diversity of the educator workforce to investigate barriers to the preparation, retention, and recruitment of a diverse workforce and consider strategies to increase diversity in the educator workforce.",Yellow,https://leg.colorado.gov/bills/hb20-1007 Connecticut,Green," posted a strategic plan with targets, measurable outcomes, and established metrics specifically designed to increase the number of educators of color employed in Connecticut's public schools from 8.3% to 10% by 2021 on the state website. ",Green,https://portal.ct.gov/SDE/Talent_Office/Workforce-Diversity/Documents,"Connecticut Minority Teacher Recruitment Task Force developed to study and develop strategies to increase and improve the recruitemnt, preparation and the retention of minority teachers.",Green,https://www.cga.ct.gov/2016/ACT/pa/pdf/2016PA-00041-R00SB-00379-PA.pdf,Connecticut provides guidance for districts to increase the racial diversity of the educator workforce and is required annually by statute to recommend ways to increase the racial diversity of the workforce.,Yellow,https://portal.ct.gov/SDE/Talent_Office/Workforce-Diversity/Documents,Connecticut developed a Minority Teacher Recruitment Policy Oversight Council to advise the Commissioner of Education on ways to recruit teachers of color and submits annual reports to the General Assembly that includes the recommendations to the Commissioner. ,Green,https://portal.ct.gov/-/media/SDE/Talent_Office/MTR_Council/MTR_Annual_Report_1-10-2020.pdf Delaware,Yellow,Delaware publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative but they are not included in their state website. ,Yellow,https://www.usnews.com/news/education-news/articles/2018-03-28/states-to-prioritize-hiring-teachers-of-color,"The Delaware Department of Education (DDOE) composed and revised the Delaware Department of Education’ Draft Equity Framework, which presents five strategic intents; Diversify the Educator is second strategic intent. Gaining the input and investment of an array of stakeholders occurred over the duration of the 2019.2020 school year, via an agreed upon process and feasible dates for a streamlined schedule by a consistent neutral facilitator. Following the creation of the schedule, the DDOE coordinated to collaboratively present during the facilitated stakeholder sessions, inclusive of students, educators, caregivers, community members and represented applicable agencies [i.e. Teachers’ Union, Institutions of Higher Education (IHEs), small business owners, etc.]. The stakeholder feedback was provided in the form of a comprehensive report (06.2020) to the DDOE from the neutral facilitator. Based on the stakeholders’ input and feedback, the Delaware Department of Education’s Draft Equity Framework is informing the current in-progress revisions and refinements to the strategies, goals, indicators, metrics, etc.",Green,,Delaware does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Delaware created an Educator Associate position that oversees educator equity in the state including efforts to diversify the workforce at the state level.,Green,https://www.doe.k12.de.us/domain/390 Florida,Red,"Florida does not have a clear, public, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Florida showed no evidence of meeting this goal.,Red,,Florida does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Florida shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Georgia,Red,"Georgia does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce. ",Red,,Georgia showed no evidence of meeting this goal.,Red,,Georgia does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Georgia shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Hawaii,Red,"Hawaii does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Hawaii showed no evidence of meeting this goal.,Red,,Hawaii does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Hawaii shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Idaho,Red,"Idaho does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Idaho showed no evidence of meeting this goal.,Red,,Idaho does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Idaho shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Illinois,Green,Illinois posted a goal to increase the number of minority teachers in Illinois public schools by the year 2025 and the number of minority teacher candidates by 2023 on their state website.,Green,https://www.isbe.net/dlrt,"Illinois has offered opportunities for stakeholders to weigh in on the agency's strategic plan, which includes goals centered on diversifying the workforce. ""Town hall"" type meetings were held to gain feedback, and the draft report was posted online with an email address for public comment to be submitted. ",Green,,Illinois provides links to externally-created resources for LEAs and EPPs on how to diversify the educator workforce on state website.,Yellow,https://www.isbe.net/dlrt,"Illinois created a network of state members to track and monitor progress towards their educator diversity goals, including assigning a point of contact and lead to oversee the work.",Green,https://www.isbe.net/dlrt Indiana,Red,"Indiana does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Indiana showed no evidence of meeting this goal.,Red,,Indiana does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Indiana shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Iowa,Red,"Iowa does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Iowa showed no evidence of meeting this goal.,Red,,Iowa does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Iowa shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Kansas,Red,"Kansas does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Kansas showed no evidence of meeting this goal.,Red,,Kansas does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Kansas shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Kentucky,Green,Kentucky posted goals for recruiting and retaining a racially diverse workforce and the state is under a statutory mandate to develop a strategic plan.,Green,https://apps.legislature.ky.gov/law/statutes/statute.aspx?id=3883,Kentucky Established the Commissioner’s Educator Diversity Task Force to monitor and develop efforts to increase the diversity of the workforce; group includes community outreach groups and is charged with collaborating with stakeholders to develop the plan.,Green,https://education.ky.gov/CommOfEd/adv/Pages/Commissioner%E2%80%99s-Educator-Diversity-Task-Force.aspx,Kentucky provides guidance to districts and preparation programs on Grow Your Own Programs and pipeline programs to increase the diversity of the workforce.,Yellow,https://education.ky.gov/teachers/NxGenProf/Documents/Grow-Your-Own%20Programs%20Guidance%20Document.pdf,Kentucky established the Commissioner’s Educator Diversity Task Force to monitor and develop efforts to increase the diversity of the workforce.,Green,https://education.ky.gov/CommOfEd/adv/Pages/Commissioner%E2%80%99s-Educator-Diversity-Task-Force.aspx Louisiana,Yellow,Louisiana publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative but does not include them on their state website. ,Yellow,https://www.usnews.com/news/education-news/articles/2018-03-28/states-to-prioritize-hiring-teachers-of-color,Louisiana has not provided opportunities to the public to provide input and support on teacher diversity goals.,Red,,"Louisiana releases funding guidance and opportunities for school systems to request funding to identify, recruit, and coach talent, especially in high-needs schools and high-needs content areas, and systems may use the funding to diversify the workforce.",Red,https://www.louisianabelieves.com/docs/default-source/district-support/louisianas-school-system-planning-guide.pdf,Louisiana has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, Maine,Red,"Maine does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Maine showed no evidence of meeting this goal.,Red,,Maine does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Maine shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Maryland,Red,"Maryland does not have a clear, public, numeric goal that is measureable and limited in time to increase the racial diversity of the educator workforce.",Red,,Maryland showed no evidence of meeting this goal.,Red,,"Maryland provided guidance to district and school leaders through their equity guidebook on recruiting, hiring, and retaining a diverse staff of highly qualified educators. ",Yellow,http://marylandpublicschools.org/programs/Documents/EEE/MSDEEquityGuidebook.pdf,Maryland developed the Network for Equity and Excellence in Education for the 2018-19 school year which developed guidance for districts and school leaders on increasing the diversity of the educator workforce. ,Yellow,http://marylandpublicschools.org/programs/Documents/EEE/MSDEEquityGuidebook.pdf Massachusetts,Green,Massachusetts publicly set a goal to increase the racial diversity of the workforce and set goals through CCSSO’s Diverse and Learner Ready Teachers Initiative but it is not posted on their state website. ,Yellow,https://www.usnews.com/news/education-news/articles/2018-03-28/states-to-prioritize-hiring-teachers-of-color,Massachusetts showed no evidence of meeting this goal. ,Red,,"Massachusetts provides funding and guidance to districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce, including a $1.7 million competitive grant award to districts to support local efforts to diversify teacher recruitment and retention programs.",Green,http://www.doe.mass.edu/bese/docs/fy2019/2019-05/item1.html,Massachusetts has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, Michigan,Yellow,"Michigan does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Michigan Governor appointed an Educator Advisory Council to provide support to the state on education issues in 2019; issued recommendations for diversifying the workforce in April 2020.,Green,,Michigan provides guidance for partnerships through Grow Your Own programming for districts and preparation programs.,Yellow,https://www.michigan.gov/documents/mde/Grow_Your_Own_Addressing_Vacancies_and_Shortages_620643_7.PDF,Michigan created an Educator Advisory Council through the Governor's office that includes a group dedicated to diversifying the workforce.,Green,https://www.michigan.gov/documents/mde/Racial_characteristics_of_the_Michigan_Teacher_Workforce_-_to_ADA_619243_7.pdf Minnesota,Yellow," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce. However, the state recently introduced a bill to create goals to increase the diversity of the educator workforce. ",Green,,Minnesota showed no evidence of meeting this goal.,Red,,Minnesota provides guidance through the Teacher Supply and Demand Brief in 2019 that includes strategies for district leaders to recruit and retain teachers of color.,Yellow,https://www.michigan.gov/documents/mde/Grow_Your_Own_Addressing_Vacancies_and_Shortages_620643_7.PDF,Minnesota shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red,Red Mississippi,Green,Mississippi publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative and included Diversifying the Teacher and Administrator Pipeline as an objective in the state's Strategic Plan.,Green,https://www.usnews.com/news/education-news/articles/2018-03-28/states-to-prioritize-hiring-teachers-of-color,Mississippi showed no evidence of meeting this goal.,Red,,Mississippi provides guidance for districts on diversifying the pipeline through Grow Your Own strategies and partnered with Federal Technical Assistance providers to support the state's efforts to diversify the teacher workforce and work with districts.,Yellow,,Mississippi has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, Missouri,Yellow," publicly set a goal to recruit high-quality, culturally diverse teacher candidates in the state's Equity Plan.",Yellow,,Missouri showed no evidence of meeting this goal.,Red,,"Missouri provided guidance through state-led equity labs for districts to create plans to ensure that students had equitable access to excellent educators, including a more diverse workforce.",Yellow,https://education.umkc.edu/events/ensuring-equitable-access-to-excellent-educators-missouri-equity-lab/,Missouri shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Montana,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce. However, the state recently introduced a bill to create goals to increase the diversity of the educator workforc",Red,,Montana showed no evidence of meeting this goal.,Red,,Montana does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Montana shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Nebraska,Yellow, publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative but do not include them on their state website. ,Yellow,https://www.education.ne.gov/press_release/state-education-leaders-launch-effort-to-foster-a-diverse-and-culturally-responsive-teaching-workforce/,Nebraska showed no evidence of meeting this goal.,Red,,Nebraska does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Nebraska has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, Nevada,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Nevada showed no evidence of meeting this goal.,Red,,Nevada does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Nevada shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, New Hampshire,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,New Hampshire showed no evidence of meeting this goal.,Red,,New Hampshire does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,New Hampshire shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, New Jersey,Green, publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative but do not include them on their state website. ,Yellow,https://www.usnews.com/news/education-news/articles/2018-03-28/states-to-prioritize-hiring-teachers-of-color,New Jersey showed no evidence of meeting this goal.,Red,,New Jersey provides funding and guidance through the Diversifying the Teacher Pipeline Competitive Grant Program for educator preparation programs to expand and develop plans to recruit and prepare more educators of color to meet the need of partnering LEAs.,Green,https://nj.gov/education/grants/opportunities/2019/19-TE01-G03.shtml,"New Jersey has a state lead of the Diverse and Learner Ready Teachers Initiative out of the Office of Recruitment, Preparation, and Recognition to carry on state's goals to increase the racial diversity of the workforce.",Green, New Mexico,Yellow, publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative but do not include them on their state website. ,Green,https://www.usnews.com/news/education-news/articles/2018-03-28/states-to-prioritize-hiring-teachers-of-color,New Mexico showed no evidence of meeting this goal.,Red,,New Mexico does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,New Mexico has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, New York,Green," released an Educator Diversity report in 2019 by legislative mandate that issued a set of recommendations for the state to increase the racial diversity of the workforce, including a recommendation to set state and district level numeric diversity goals.",Yellow,http://www.nysed.gov/common/nysed/files/programs/educator-quality/educator-diversity-report-december-2019.pdf,New York Engaged with teachers and educators to discuss educator diversity across the state including “Take a Look at Teaching” summit and TeachNY  ,Green,,"New York provides funding and guidance through 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 has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, North Carolina,Yellow, hosted the DRIVE Summit to develop a taskforce to create measurable state goals and identify strategies to increase the racial diversity of the educator workforce.,Yellow,https://www.ednc.org/drive-task-force-tackles-challenges-opportunities-of-recruiting-teachers-of-color/,North Carolina DRIVE Summit to develop a taskforce to measure goals and identify strategies to increase the racial diversity of the educator workforce,Green,https://www.ednc.org/drive-task-force-tackles-challenges-opportunities-of-recruiting-teachers-of-color/,North Carolina does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,North Carolina led a DRIVE Summit to develop a taskforce to measure goals and identify strategies to increase the racial diversity of the educator workforce.,Yellow,https://www.ednc.org/drive-task-force-tackles-challenges-opportunities-of-recruiting-teachers-of-color/ North Dakota,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,North Dakota showed no evidence of meeting this goal.,Red,,North Dakota does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,North Dakota shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Ohio,Yellow," developed goals and strategies that are laid out in a 2019 report on Diversifying the Education Profession in Ohio. The state also included a goal in their ESSA equity plan to increase the diversity of the educator workforce in Ohio: ""This will require using data, engaging stakeholders in identifying needs, understanding current partnerships for recruiting and retaining a diverse educator workforce.""",Yellow,http://education.ohio.gov/getattachment/Topics/Teaching/Diversifying-Education-Profession-Taskforce-Recommendations.pdf.aspx?lang=en-US,Ohio showed no evidence of meeting this goal.,Red,,Ohio provided guidance to districts and preparation programs through their Diversifying the Education Profession in Ohio brief.,Yellow,,Ohio organized a Diversifying the Education Profession in Ohio Taskforce in the fall of 2018 consisting of 40 individuals in the state to produce a brief that addressed efforts to increase the racial diversity of the workforce.,Green,http://education.ohio.gov/getattachment/Topics/Teaching/Diversifying-Education-Profession-Taskforce-Recommendations.pdf.aspx?lang=en-US Oklahoma,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Oklahoma showed no evidence of meeting this goal.,Red,,Oklahoma does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce,Red,,Oklahoma shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Oregon,Green," publicly set measurable numeric goals, including goals that are limited in time, and issued recommendations for increasing the diversity of the educator workforce at the state and prep program level.",Green,https://www.oregon.gov/cedo/Documents/CEdO_Educator-Equity-Report_2018-Final.pdf,"Oregon Created an Educator Equity Advisory Group to assess, evaluate, and advocate for educational policy supporting Oregon's progress in diversifying the educator workforce.",Green,http://education.oregon.gov/connect-2/#connect-meetings,"Oregon mandates preparation programs to 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.",Yellow,,"Oregon created an Educator Equity Advisory Group to assess, evaluate, and advocate for educational policy supporting Oregon's progress in diversifying the educator workforce.",Green,http://education.oregon.gov/connect-2/#connect-meetings Pennsylvania,Yellow, publicly set goals through CCSSO's Diverse and Learner Ready Teachers Initiative.,Green,https://www.usnews.com/news/education-news/articles/2018-03-28/states-to-prioritize-hiring-teachers-of-color,Pennsylvania showed no evidence of meeting this goal.,Red,,Pennsylvania does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Pennsylvania has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, Rhode Island,Yellow, included a priority in their 2020 strategic plan to increase the diversity of the educator workforce in the state.,Yellow,https://www.ride.ri.gov/Portals/0/Uploads/Documents/Board-of-Education/Strategic-Plan/2020VisionForEducation.pdf,Rhode Island Convened a working group to develop plan to increase the diversity and cultural competence of the workforce of teachers and school leaders.,Green,https://www.ride.ri.gov/InsideRIDE/AdditionalInformation/News/ViewArticle/tabid/408/ArticleId/262/Working-group-to-convene-on-recruiting-preparing-supporting-educators-Group-to-focus-on-diversity-ha.aspx,Rhode Island does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Rhode Island Convened a working group to develop plan to increase the diversity and cultural competence of the workforce of teachers and school leaders.,Yellow,https://www.ride.ri.gov/InsideRIDE/AdditionalInformation/News/ViewArticle/tabid/408/ArticleId/262/Working-group-to-convene-on-recruiting-preparing-supporting-educators-Group-to-focus-on-diversity-ha.aspx South Carolina,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,South Carolina showed no evidence of meeting this goal.,Red,,South Carolina does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,South Carolina shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, South Dakota,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,South Dakota showed no evidence of meeting this goal.,Red,,South Dakota does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,South Dakota shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Tennessee,Green," publicly set goals through CCSSO’s Diverse and Learner Ready Teachers Initiative. Also, in accordance with state law (T.C.A. § 49-1-302(i)), the Tennessee Department of Education recommends that school boards and local school districts establish reasonable, incremental goals for recruitment, employment and retention of teachers of color.",Green,,"Tennessee has an Educator Diversity Policy that is going for first read to the State Board of Education in November 2020 (with anticipated second and final read in February 2021). The state started extensive stakeholder engagement and plan to continue after the first read in November. The state has met with the Tennessee Association of School Personnel Administrators (TASPA), Tennessee Educators of Color Alliance, EdTrust - Tennessee, The Educator Diversity Advocacy Council, Tennessee Organization of School Superintendents (TOSS), and has additional engagement sessions planned into the new year. ",Green,https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/2019-educator-preparation-report-card/2019_Data_Download.xlsx,"Tennessee provided multiple funding opportunities and guidance for preparation programs and districts to diversify the educator workforce, including a $50,000 grant to a preparation program to design strategies to support the development of a diverse educator workforce, funded 5 districts to develop plans through Title II, part A to increase the racial diversity of the workforce, and funded 3 districts with greatest needs through Title II, part A to implement comprehensive strategies to increase the number of educators of color through Grow Your Own plans; additionally, through the Teacher and Administrator Racial and Ethnic Diversity in Tennessee Report they convened interested districts to support strategic efforts to diversify the workforce.",Green,,Tennessee has a state lead of the Diverse and Learner Ready Teachers Initiative to carry on state's goals to increase the racial diversity of the workforce.,Green, Texas,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Texas showed no evidence of meeting this goal. ,Red,,Texas showed no evidence of meeting this goal. ,Red,,Texas showed no evidence of meeting this goal. ,Red, Utah,Red, included a goal to recruit from diverse populations in their state ESSA equity plan.,Yellow,,Utah showed no evidence of meeting this goal.,Red,,Utah does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Utah shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Vermont,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Vermont showed no evidence of meeting this goal.,Red,,Vermont does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Vermont shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Virginia,Yellow," publicly set a statewide goal to reduce the gap between the percentage of minority students and percentage of minority teachers in Virginia by 15 percent, approximately half of the current gap.",Green,https://www.education.virginia.gov/media/governorvirginiagov/secretary-of-education/pdf/final-tdvep-report.pdf,Virginia Created a Taskforce on Diversifying Virginia's Educator Pipeline to support the state's efforts to increase the racial diversity of the educator workforce,Green,https://www.education.virginia.gov/media/governorvirginiagov/secretary-of-education/pdf/final-tdvep-report.pdf,Virginia does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Virginia created a Taskforce on Diversifying Virginia's Educator Pipeline to support the state's efforts to increase the racial diversity of the educator workforce.,Yellow,https://www.education.virginia.gov/media/governorvirginiagov/secretary-of-education/pdf/final-tdvep-report.pdf Washington,Green, posted a strategic plan in 2016-17 with the goal of increasing the number of new educators self-identifying with underrepresented groups by 5% by 2020.,Green,https://www.pesb.wa.gov/resources-and-reports/monitoring-strategic-goals/goal-5/,Washington showed no evidence of meeting this goal.,Red,,"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,,"Washington has convened multiple stakeholder groups to develop reports on different areas that impact the racial diversity of the workforce in the state, including a testing barriers in Washington state report to determine ways to eliminate barriers to entry into the teaching profession for candidates of color. ",Green,https://www.pesb.wa.gov/resources-and-reports/reports/testing-barriers-washington-state-report/ West Virginia,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,West Virginia showed no evidence of meeting this goal.,Red,,West Virginia does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,West Virginia shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, Wisconsin,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Wisconsin showed no evidence of meeting this goal.,Red,,Wisconsin showed no evidence of meeting this goal.,Red,,Wisconsin showed no evidence of meeting this goal.,Red, Wyoming,Red," does not have a clear, numeric goal that is measurable and limited in time to increase the racial diversity of the educator workforce.",Red,,Wyoming showed no evidence of meeting this goal.,Red,,Wyoming does not provide funding or guidance for districts and preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.,Red,,Wyoming shows no evidence of a task force or advisory group to examine and create strategic plans to address the racial diversity of the workforce.,Red, red,,"The state should create a clear, numeric goal that is measurable and limited in time and make it publicly available. For an example, see Arkansas’ goal to increase the number of minority teachers in public schools by 25% in 2025. ",Red,http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/teach-arkansas,"The state should make an intentional effort to engage local stakeholders to provide input and support on educator diversity goals, including through stakeholder forums, listening tours, and meetings with key education advocacy groups.",Red,,"The state should provide guidance and funding for districts and/or educator preparation programs to set goals, implement strategies, and develop plans to monitor progress. For an example, see New Jersey’s Diversifying the Teacher Pipeline Competitive Grant Program for educator preparation programs to expand and develop plans to recruit and prepare more educators of color to meet the needs of partnering Local Education Agencies.",Red,https://nj.gov/education/grants/opportunities/2019/19-TE01-G03.shtml,"The state should bring together a task force or advisory group that can create a report or brief that includes data and recommendations to increase the racial diversity of the workforce at the state-level. For an example, see Ohio’s Diversifying the Education Profession in Ohio Taskforce brief from the fall of 2018. ",http://education.ohio.gov/getattachment/Topics/Teaching/Diversifying-Education-Profession-Taskforce-Recommendations.pdf.aspx?lang=en-US, yellow,,"However, the state should create a clear, numeric goal that is measurable and limited in time and make it publicly available. For an example, see Arkansas’ goal to increase the number of minority teachers in public schools by 25% in 2025. ",Yellow,http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/teach-arkansas,"However, the state should make an intentional effort to engage local stakeholders to provide input and support on educator diversity goals, including through stakeholder forums, listening tours, and meetings with key education advocacy groups.",Yellow,,"The state should pair this guidance with funding opportunities to implement the strategies and develop plans to monitor progress. For an example, see New Jersey’s Diversifying the Teacher Pipeline Competitive Grant Program for educator preparation programs to expand and develop plans to recruit and prepare more educators of color to meet the needs of partnering Local Education Agencies.",Yellow,https://nj.gov/education/grants/opportunities/2019/19-TE01-G03.shtml,"However, the state use that group to create a report or brief that includes data and recommendations to increase the racial diversity of the workforce at the state-level. For an example, see Ohio’s Diversifying the Education Profession in Ohio Taskforce brief from the fall of 2018.",http://education.ohio.gov/getattachment/Topics/Teaching/Diversifying-Education-Profession-Taskforce-Recommendations.pdf.aspx?lang=en-US, green,,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Arkansas’ goal to increase the number of minority teachers in public schools by 25% in 2025. ",Green,http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/teach-arkansas,"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 New Jersey’s Diversifying the Teacher Pipeline Competitive Grant Program for educator preparation programs to expand and develop plans to recruit and prepare more educators of color to meet the needs of partnering Local Education Agencies.",Green,https://nj.gov/education/grants/opportunities/2019/19-TE01-G03.shtml,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Ohio’s Diversifying the Education Profession in Ohio Taskforce brief from the fall of 2018. ",http://education.ohio.gov/getattachment/Topics/Teaching/Diversifying-Education-Profession-Taskforce-Recommendations.pdf.aspx?lang=en-US, 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: Has clear, numeric goal for increasing the racial diversity of the educator workforce that is measurable, publicly available, and includes a goal that is limited in time (e.g. increasing percentage of teachers of color by 25% in five years); Yellow: Has publicly stated a goal or desire to increase the diversity of the workforce but the goal is not numeric, measurable, nor includes a goal that is limited in time; Red: Has no publicly stated goal for increasing teacher diversity",,,"Green: Makes an intentional effort to engage local stakeholders to provide input and support on educator diversity goals, including through stakeholder forums, listening tours, and meetings with key education advocacy groups; Yellow: Offers public comment on legislation or policy changes related to efforts to increase the racial diversity of the educator workforce; Red: Does not provide opportunities to local stakeholders to provide input and support for the goals. ",,,"Green: Provided guidance and funding in the last 5 years for districts and/or preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce; Yellow: Provided guidance to districts and/or preparation programs in the last 5 years for setting goals and investing in strategies to increase the racial diversity of the workforce, but does not provide funding; Red: No guidance or funding for districts and/or preparation programs to set goals and invest in strategies to increase the racial diversity of the workforce.",,,"Green: Publicly shared information about a task force or advisory group that created a report or brief that includes data and recommendations to increase the racial diversity of the workforce at the state-level; Yellow: Publicly announced the formation of a group to examine or support educator diversity efforts at the state-level with no evidence of products that include data, recommendations, or state-level actions to address the racial diversity of the workforce; Red: No publicly announced group to examine educator diversity. ",,