Our Focus on Recruitment
The CSU is committed to eliminating the state's teacher shortage so that all public school students have access to well-prepared teachers. We are also committed to narrowing the diversity gap between the state's public school teachers and students. As shown in the graph below, students of color (i.e., non-white students) outnumbered teachers of color by 42 percentage points in 2016-17.
We are encouraged that this gap can be closed because in that same year 65% of the enrollees in CSU's teacher credential programs were students of color. If the upward trend continues, the proportion of students of color graduating from CSU's credential programs will soon match students of color in California's public schools. That will help close the diversity gap since CSU produces over half of the new teachers in California.
The collection of strategies under the Recruitment Resources tab are designed to help the CSU and other teacher preparation programs recruit more candidates of color to the teaching profession.
Our Focus on Preparation
The resources under Teaching in Diverse Classrooms tab are designed to support the preparation of all teacher candidates to address the needs of diverse students, families and schools, ensuring just and equitable, and inclusive educational practices, and advancing equity and excellence for all learners. The California Department of Education reports that of the state's 6.2 million K-12 students,
61% are underrepresented students of color
20% are English Learners
72 languages are spoken in students' homes
Teachers must be prepared not only to work with culturally and linguistically diverse students, but also to meet student needs that reflect the full range of human diversity. For example,
1 in 8 California students (12.5%) is identified as having special education needs, according to the California Department of Education
1 in 5 California students (22.8%) lives in poverty, according to kidsdata.org
1 in 10 California students (10.3%) in middle and high schools identify as LGBTQ, according to the Williams Institute at the UCLA School of Law.
Students with these characteristics – and others – present unique assets and needs as learners. California teachers must be prepared to understand and recognize the diverse student assets and needs, and to assure the academic success, social emotional learning, and well-being of every student. We are pleased to provide a platform where faculty and teacher candidates can share and access resources that CSU faculty and others have found useful in preparing teachers to meet these challenges.