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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

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Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Higher Education | Secondary Education | Teacher Education and Professional Development

Recommended Citation for Full Report

Lavadenz, M., & Colón-Muñiz, A. (2017). The latin@ teacher shortage: Learning from the past to inform the future [Education and Policy Brief No. 5]. Loyola Marymount University Center for Equity for English Learners. 10.15365/ceel.policy.5

No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future