Recent ucla_cts_caeddiversityproject items

Voices from the Classroom: Developing a Strategy for Teacher Retention and Recruitment

Tue, 20 Oct 2026 00:00:00 +0000

This report examines the factors influencing teacher recruitment and retention in California amid ongoing teacher shortages. Drawing on survey data from 4,632 TK–12 teachers in California, as well as in-depth interviews with former teachers and aspiring teachers enrolled in teacher preparation programs, the study explores teachers’ motivations, workplace experiences, and perceptions of the profession. Findings indicate that while teachers are primarily motivated by a desire to support students and make a positive impact, many experience high levels of stress, burnout, and financial strain. A substantial proportion of current teachers report considering leaving the profession, citing workload, low compensation, student behavioral challenges, and insufficient administrative support as major contributing factors. The report also highlights disparities in workplace belonging and experiences of discrimination among teachers of color and LGBTQ+ educators. In addition, aspiring teachers...

Six Years of Change: What Statewide Trends Reveal About California’s Teaching Workforce

Tue, 20 Oct 2026 00:00:00 +0000

This brief examines newly released statewide teacher workforce data from the California Department of Education (CDE) to better understand post-pandemic changes in California’s teaching workforce between the 2019–20 and 2023–24 school years. The purpose of the study was to identify trends in teacher experience, demographic composition, credentialing status, educational attainment, and staffing across key subject areas. Using publicly available CDE educator workforce datasets representing more than 285,000 teachers annually, researchers conducted a descriptive longitudinal analysis of teacher full-time equivalent (FTE) counts and percentages across multiple workforce indicators. Findings reveal a decline in experienced teachers and corresponding increases in first-year and inexperienced educators, particularly in critical subject areas such as English Language Arts, Mathematics, and Science. The analysis also found growth in the proportion of Latine and Asian teachers, alongside...

Protecting Pathways to the Profession: The Imperative of Maintaining & Strengthening Pipelines for Educators of Color

Tue, 20 Oct 2026 00:00:00 +0000

The educator workforce remains overwhelmingly White and female despite the majority of U.S. students are students of color. In California, while only 20% of students identified as White during the 2023-24 school year, 65% of the state’s teacher workforce was White, with Hispanic or Latinx teachers comprising 20% and other racial groups making up the remaining 15%. Drawing from national teacher educator survey data and findings, this brief examines the Trump administration’s blatant attack on Diversity Equity and Inclusion (DEI) and its implications around existing federal teacher grants that have been effective in attracting and retaining teachers—and especially teachers of color. This report also examines current key areas such as recruitment challenges, rural and remote district pipelines and pathways, diversity among preservice teachers, and the report explains how states differ with respect to how they rely on federal matching funds that have contributed...

Prioritizing Educator Diversity with New State and Federal Funding

Tue, 20 Oct 2026 00:00:00 +0000

This study provides an analysis of California State University (CSU)’s campus-based support programs for students with foster care experience.

California has long been considered a champion for its support for youth who experience foster care, and is particularly noteworthy in creating campus-based programs to support their postsecondary education. As the largest university system in the U.S., CSU plays an important role in supporting positive life outcomes for students who have experienced foster care, with an estimated annual enrollment of 3,000-3,500 students with foster care history.For this study, we engaged with 23 support program staff members from across the CSU system to develop a deep understanding of high-impact practices, successes, and challenges. Research findings are used to develop actionable recommendations at the campus, system, state, and federal levels. We hope this study will be used to encourage greater investment in college campus support programs...

Who Leads California’s Schools? New Insights from Statewide Administrator Data

Tue, 20 Oct 2026 00:00:00 +0000

This brief examines statewide administrator workforce data released by the California Department of Education (CDE) in 2025, providing the first comprehensive look at California’s educational leadership workforce since 2019. The purpose of the study was to identify trends in administrator demographics, experience, gender, and educational attainment across the 2019–20 through 2023–24 school years. Using publicly available CDE certificated staff datasets, researchers conducted a descriptive longitudinal analysis of administrators, including principals and superintendents, examining changes in counts and percentages across key workforce indicators. Findings indicate that California’s administrator workforce grew over the study period while becoming more racially and gender diverse. The proportions of Latine, Asian, and Black administrators increased, while the share of white administrators declined. Female administrators also increased from 63.97% to 66.86% of the workforce. Although...

Barriers to Racial Equity for Teachers of Color and Indigenous Teachers in California’s Teaching Pipeline and Profession

Mon, 6 Jan 2025 00:00:00 +0000

Research from the UCLA Center for the Transformation of Schools and the UCLA Civil Rights Project explores obstacles to recruiting and retaining Teachers of Color and Indigenous Teachers (TOCIT) in California’s schools. Researchers sought perspectives from teachers and system leaders in teacher preparation to better understand current policies and practices that are contributing to teacher burnout, turnover, and early retirement. Despite California’s recent, large investments toward improving educator diversity, persistent higher rates of burnout, turnover, and early retirement among teachers of color and Indigenous teachers indicate other factors are at play. At a time when many states are eliminating Diversity, Equity and Inclusion programs designed to foster positive race relations and equity, the research provides examples of persistent discrimination in the training process and the enormous economic barriers that many students of color face in accessing the educational...

California’s Teacher Education Deserts: An Overlooked & Growing Equity Challenge

Mon, 6 Jan 2025 00:00:00 +0000

California is experiencing a teacher shortage crisis, a pattern most prevalent for math, science, special education, and bilingual education. Although the shortage is widespread, the struggle to hire qualified teachers is particularly acute in some regions. This study profiles nine rural border counties in California that have limited access to Teacher Education Programs (TEPs): Alpine, Del Norte, Imperial, Inyo, Lassen, Modoc, Mono, Sierra, and Siskiyou. CTS researchers classify these counties as “teacher education deserts” that face unique challenges in recruiting and retaining highly qualified teachers. By highlighting factors like geographic location, economic status, and education attainment rates, this brief provides insights into the profound impact that geographic, social, and economic factors have on a county’s teacher supply. Evidence-based recommendations are provided to address urgent teacher supply issues in these regions. Learn more on the CTS website.