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Federal Register / Vol. 86, No. 123 / Wednesday, June 30, 2021 / Proposed Rules
6 Using technology to enable evidence-based interventions to support student learning in the classroom or support supplemental activities that extend learning time and increase student engagement and, where possible, increase parent engagement.
7 Creating more equitable and adequate approaches to school funding.
8 Expanding access to high-quality early learning, including in schoolbased and community-based settings.
9 Establishing, expanding, or improving learning environments, which includes early learning, for multilanguage learners, and increasing public awareness about the benefits of fluency in more than one language and how the coordination of language development in the school and the home improves student outcomes for multilanguage learners.
10 Establishing, expanding, or improving the engagement of underserved community members including underserved students in informing and making decisions that influence policy and practice at the school, district, or State level by elevating their voices and their perspectives and providing them with access to opportunities for leadership e.g., establishing student government programs.
11 Improving the quality of educational programs in juvenile justice facilities such as detention facilities and secure and non-secure placements or adult correctional facilities.
12 Supporting re-entry of, and improving long-term outcomes for, youth and adults after release from correctional facilities by linking youth or adults to appropriate support, education, or workforce training programs.
13 Increasing student racial or socioeconomic diversity at multiple levels, through one or more of the following:
i Using high-quality data collection methods to identify racial and socioeconomic stratification, trends in and contributors to stratification, and barriers to racial and socioeconomic diversity.
ii Developing or implementing evidence-based policies or strategies that include one or more of the following:
A Ongoing, robust family and community involvement.
B Intraor inter-district or regional coordination.
C Cross-agency collaboration, such as with housing or transportation authorities.

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D Alignment with an existing public diversity plan or diversity needs assessment.
E Consideration of school assignment or admissions policies that are designed to promote socioeconomic diversity and give preference to students from low-income backgrounds or students residing in neighborhoods experiencing concentrated poverty.
iii Establishing or expanding schools, as well as programs within schools, that are designed to attract and foster meaningful interactions among substantial numbers of students from different racial and/or socioeconomic backgrounds, such as magnet schools.
iv Developing evidence related to, or providing technical assistance on, evidence-based policies or strategies designed to increase racial and socioeconomic diversity in educational settings.
Proposed Priority 3Supporting a Diverse Educator Workforce and Professional Growth to Strengthen Student Learning.
Background:
In Proposed Priority 3, the Department recognizes that diverse, well-prepared, and well-supported educators play a critical role in ensuring equity in our education system and student success and emphasizes the importance of promoting the continued development and growth of educators, including through leadership opportunities. It is also important that the diversity of our educator workforce reflect the diversity of our Nation. A
diverse educator workforce benefits all students, and educator diversity in particular can improve school-related outcomes for students of color. Higher levels of student achievement,13
enrollment in more rigorous courses,14
increased referrals to gifted and talented programs,15 and reductions in exclusionary discipline 16 have all been noted when students of color and 13 Egalite, Anna, Brian Kisida, and Marcus A.
Winters. Representation in the Classroom: The Effect of Own-race Teachers on Student Achievement, Economics of Education Review, 45
April 2015, 4452.
14 Grissom, Jason, Sarah Kabourek, and Jenna Kramer. Exposure to Same-race or Same-ethnicity Teachers and Advanced Math Course-taking in High School: Evidence from a Diverse Urban District, Teachers College Record, 122 2020, 1
42.
15 Grissom, Jason, and Christopher Redding.
Discretion and Disproportionality: Explaining the Underrepresentation of High-achieving Students of Color in Gifted Programs, AERA Open, 2 2016, 115.
16 Lindsay, Constance, and Cassandra Hart.
Exposure to Same-race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina, Educational Evaluation and Policy Analysis, 39 2017, 485510.

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educators of color share the classroom.
Although no single factor is wholly responsible for these findings, research suggests that teachers of color are more likely to have higher academic expectations for students with whom they share a cultural background.17 18
Teachers of color may also be more likely to address issues of racism in their schools, by, for example, supporting efforts to break down negative stereotypes and prepare all students to live and work in a multiracial society.19 Teachers of color may also be drawn to working with students of color and it has been noted that three in four teachers of color work in the quartile of schools serving the most students of color nationally.20
Because teachers of color are more likely to teach in these schools, which often also have difficulty hiring adequate numbers of qualified teachers, increasing educator diversity can play a critical role in addressing teacher shortages.21
Effective teachers, including experienced 22 teachers who are fully certified,23 make significant contributions to student academic outcomes.24 25 Despite the importance of these characteristics, there is significant inequity in students access to wellqualified, experienced, and effective 17 Ferguson, Ronald. Teachers Perceptions and Expectations and the Black-White Test Score Gap, Urban Education, 38 2003, 460507.
18 Gersheson, Seth, Stephen Holt, and Nicholas Papageorge. Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations, Economics of Education Review, 52, 2016, 209224.
19 Villegas, Ana Mar a, and Jacqueline Jordan Irvine. Diversifying the Teaching Force: An Examination of Major Arguments, The Urban Review, 42 2010, 175192.
20 https learningpolicyinstitute.org/sites/
default/files/product-files/Diversifying_Teaching_
Profession_REPORT_0.pdf.
21 Villegas, Ana Mar a, and Jacqueline Jordan Irvine.
22 Kini, Tara, and Podolsky, Anne. 2016. Does teaching experience increase teacher effectiveness?
A review of the research. Palo Alto, CA: Learning Policy Institute. https learningpolicyinstitute.org/
product/does-teaching-experience-increase-teachereffectiveness-review-research.
23 Darling-Hammond, Linda, Deborah Holtzman, Sue Jin Gatlin, and Julian Vasquez Heilig. 2005.
Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 1342. DOI: https doi.org/10.14507/
epaa.v13n42.2005.
24 Chetty, Raj, John N. Friedman, and Jonah E.
Rockoff. Measuring the Impacts of Teachers II:
Teacher Value-Added and Student Outcomes in Adulthood, American Economic Review, 1049
2014, 26332769.
25 Clotfelter, Charles T., Helen F. Ladd, and Jacob L. Vigdor. 2007. How and why do teacher credentials matter for student achievement? NBER
Working Paper 12828. Cambridge, MA: National Bureau of Economic Research.

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