February 3, 2022
New NCES analysis examines the characteristics of Black or African American teachers and the characteristics of public and private schools where Black or African American teachers work in the United States
WASHINGTON (February 3, 2022)—When compared to all teachers, Black or African American teachers more often teach in a city school, according to Black or African American Teachers: Background and School Settings in 2017–18, a report released today by the National Center for Education Statistics (NCES), within the U.S. Department of Education’s Institute of Education Sciences (IES).
“This new analysis contains a variety of important insights about the backgrounds and work experiences of Black or African American teachers,” said NCES Commissioner Peggy G. Carr. “When compared to all teachers, a higher percentage of Black or African American teachers are women, are new to the profession, have pursued an alternative route to the classroom, and teach in city schools with a majority-minority student body. We can only gain these insights through collecting, analyzing, and reporting statistics by race and ethnicity, and NCES is committed to doing so.”
Fifty-one percent of Black or African American teachers taught in city schools, compared with 31 percent of all teachers. When compared to all teachers, Black or African American teachers also had a higher rate of post-master’s degree education and alternative certification, and taught in schools in the South and in schools with 75 percent or more minority enrollment at a higher rate.
The Black or African American Teachers: Background and School Settings in 2017–18 report uses data from the National Teacher and Principal Survey (NTPS), a national sample survey of public and private K–12 schools, principals, and teachers in 50 states and the District of Columbia. Black or African American teachers in this report include teachers who selected Black or African American on the survey, regardless of whether other races were selected and regardless of the response to Hispanic or Latino origin.
This March, NCES plans on releasing an additional report on the 2017–18 background and school settings of teachers of Hispanic or Latino origin. Data from the 2020–21 NTPS, which was conducted during the coronavirus pandemic and included specific questions about the impact of the pandemic on public and private schools, principals, and teachers, is scheduled to be released summer 2022.
Key Findings Characteristics of Black or African American Teachers
Characteristics of Black or African American Teachers
Visit https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022024 to view the full report.
To learn more about the data used in this report, visit https://nces.ed.gov/surveys/ntps/.
The National Center for Education Statistics, a principal agency of the U.S. Federal Statistical System, is the statistical center of the U.S. Department of Education and the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES fulfills a congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.
The National Teacher and Principal Survey (NTPS) is a system of related questionnaires that provide descriptive data on the context of public and private elementary and secondary education in addition to giving local, state, and national policymakers a variety of statistics on the condition of education in the United States. As a nationwide sample survey collecting information directly from teachers and principals, the NTPS system allows for principal, teacher, and student characteristics to be analyzed at the state and national level. NTPS also supports the detailed analysis of a variety of subgroups (e.g., female principals, Black or African American teachers, rural schools), with a focus on flexibility, timeliness, and integration with other data sources.