Directs the commissioner to convene statewide and regional conventions to bring together underrepresented educators

Showing the cosponsors who are on Agora, A to Z. The official record may list more.

• Democratic5

Shown in neutral colors by design; Agora is non-partisan.

◆ The sponsor's argument

Why Robert Jackson says this is needed

According to the State Education Department, a total of 2,629,970 students enrolled in grades k-12. Based on 2016 - 2017 data, 44% (1,155,959) of students identify as White. The data collected also shows 1% (17,500) are American Indian or Alaska Native, 17% (455,376) are Black or African American, 26% (696,822) are Hispanic or Latino, and 9% (247,032 are Asian r Native Hawaiian/ Other Pacific Islander. The remaining 2% (57,281) of New York's 2,629,970 students are multiracial. In recent years the number of students enrolled has dropped significant- ly by 181,433 since 2016-2017 school year. During the 2021-2022 school year, there was a total of 2,448,537 students who enrolled in grades k-12. According to the State Education Department, 41% (1,003,496) of the total students enrolled are White. The data collected by the State Education Department also reveal that 10% (248,580) of the 2,448,537 students in New York are Asian or Native Hawaiian/ Other Pacific Islan- der, 29% (706,423) are Hispanic or Latino, 16%. (394,838) are Black or African American, and 1% (17,845) are American Indian or Alaska Native. The other 3% (77,355) of students are multiracial. From these studies we can conclude the percent of student enrolled for those who are Hispanic or Latino, Asian or Native Hawaiian/ Other Pacific Islander, and multi- racial have increased, while the enrollment of Black or African Ameri- can, and White students have decreased. The enrollment percentage for American Indian or Alaska Native remained the same. According to the State Education Department in 2016- 2017, eighty percent of New York's roughly 210,000 teachers are White. Data collected from the State Education Department has also found only 18,000 teachers employed are Black or African American and approximately 16,000 teachers are Hispanic or Latino. Studies conducted also show that more than 200 school districts did not employ any teachers of color. In 2021-2022, the amount of teachers New York employ dropped by 2.4%. Studies show 77% of approximately 205,000 teachers are White. Research reveals only 8% (15,896) of teachers are Hispanic or Latino, 9% (18,614) are Black or African American, 3% are Asian, and less than 1% are American Indian. In addition, there are still over 160 school districts without teachers of color. Although the percentage of White teachers have dropped, the percentage of teachers who are Black or African American and Hispanic or Latino did not change. Furthermore, the percentage of Asians and Ameri- can Indian representation in the workforce as teachers is extraordinar- ily low. Both the enrollment of students and employment of teachers have decreased since the 2016-2017 school year. The enrollment of students dropped by 6.9% from 2,629,970 to 2,448,537 students and the employment of teachers dropped by 2.4% from 210,000 to 205,000 teachers. The difference between the percentage of teachers employed and the percent- age of students enrolled is significant. There is an overwhelming 7715 of White teachers compared to the number of White students with a difference of 36% and other teachers that are employed in 2021-2022. The percentage difference of Black or African American and Asian students and teachers in that same year was 7%. The percentage gap between Hispanic or Latino students and teachers is the second largest. As demonstrated in the studies and data, there is a disproportionate repre- sentation in ethnic diversity of teachers in New York State compared to students. Many school districts still do not have teachers of color. The lack of diversity in our educator workforce can leave educators of color feeling isolated and unsupported. Studies have found that mentor- ship, networks of support, and opportunities to express experiences can assist in creating support within the field. This bill seeks to build and expand these networks by convening regional and statewide conventions so that teachers and administrators of color feel supported.

This is the sponsor's own case for the bill, quoted from their memorandum. It is not Agora's description of what the bill does.