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There is growing interest in the distribution of teachers across students in U.S. Public Schools. In response to mounting evidence of the importance of teachers and the existence of “teacher quality gaps” (TQGs), the federal government recently directed states to develop plans to reduce inequity in the distribution of teacher quality across public schools. This data visualization is part of a broader project, funded by the William T. Grant Foundation and CALDER funders, that uses longitudinal data on public school students, teachers, and schools from two “focal states”—North Carolina and Washington—to provide a descriptive history of the evolution and sources of TQGs.
This data visualization follows up on the CALDER Explainer about teacher shortages in the United States, and provides a visual inspection of the trends in the production of new teachers at the state and national level. For this exercise, we utilize data from Integrated Postsecondary Education Data System (IPEDS) compiled by the National Center for Education Statistics (NCES) for years between 1984 and 2016. College majors were categorized using NCES’ Classification of Instructional Programs (CIP).
This research brief provides a visual inspection of the trends in white-Hispanic gaps in adult outcomes nationally and in top immigration states (California, Texas, New York, Florida, New Jersey, and Illinois) over the last two decades, with an emphasis on cross-generational differences among Hispanics. In particular, using the Current Population Survey (CPS) March Supplement for years between 1994 and 2016, this brief examines (1) how the White-Hispanic gaps in educational attainment, employment, income, and health insurance coverage have evolved over the past two decades; and (2) whether these trends vary by the immigrant generation of Hispanics.”