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The Diversity Gap:
Exploring the Pace of Diversifying the Teacher Workforce in CT

When students of color are taught by a representative teaching workforce, they are held to higher expectations academically and are less likely to be suspended from school.


In Connecticut, despite a significant commitment to diversifying the educator workforce, that effort has, unfortunately, not kept up with the rate at which the state is welcoming an increasingly diverse student population. ​


Our analysis explores the scope of this stubborn problem by comparing the demographic makeup of student and teacher populations across the state and within individual districts.   

Finding the Diversity Gap

We use the term “Diversity Gap” to compare teacher and student populations by looking at the percentage point difference between students and teachers of color. 

The “Diversity Gap” 

[% Students of Color] - [% Teachers of Color] = Diversity Gap


Finding #1

The Diversity Gap in Connecticut is growing 
steadily, not improving.

Finding #2

The Diversity Gap is most acute in the state’s diverse public school districts. Students of color there often lack the opportunity to learn from representative role models.

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Signs of Improvement

The analysis identifies several diverse public school districts that have managed to narrow their Diversity Gaps over time. In particular, a case study highlights a success story in the Manchester Public School District.

For more information, contact:

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