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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.