Tackling ethnic disparities could help recruitment pledge

New research indicates tackling ethnic disparities in teacher recruitment could significantly contribute to the Government’s pledge to recruit and retain 6,500 teachers.

The report by NFER, funded by Mission 44 - the foundation launched by Sir Lewis Hamilton, reveals that if UK domiciled applicants to postgraduate teacher training from ethnic minority backgrounds were accepted on to training courses at the same rate as their white counterparts, the system would train around 2,000 more teachers per year.

Retaining ethnic minority teachers in the state-funded sector at the same rate as their white counterparts, could retain an additional 1,000 teachers per year.

The research examines factors influencing ethnic disparities in teaching at three key progression points: entry into initial teacher training (ITT), retention and progression to leadership.

It shows there are significant disparities in ITT rejection rates among UK domiciled applicants that are not explained by differences in applicant and application characteristics. This suggests that discrimination has a role, but limitations with the available data mean we cannot definitely rule out other factors such as applications being below the quality standards set by ITT providers.

The analysis suggests that if UK-domiciled applicants from all ethnic backgrounds were the same age, had similar socio-economic backgrounds and types of qualifications, and applied to the same providers, the gap in rejection rates between applicants from Asian and white ethnic backgrounds would be 14 percentage points. Similarly, the gap with white counterparts would be 18, six and 18 percentage points for applicants from black, mixed and other ethnic backgrounds, respectively. These gaps are equivalent to around 1,400-1,700 trainees per year. 

The report also highlights that teachers from Asian and black ethnic backgrounds have a significantly higher intention to apply for promotion than their white counterparts, even after controlling for differences in characteristics.

If teachers from all ethnic backgrounds had similar roles, workplace experiences and demographic characteristics, intention to apply for promotion for teachers from a black ethnic background would be 17 percentage points higher than for teachers from a white ethnic background.

For teachers from an Asian ethnic background, the intention to apply for promotion would be 12 percentage points higher than their white counterparts.

This suggests that the disparities in progression rates found in NFER’s previous research were not due to a lack of interest in applying for promotion among ethnic minority teachers and more likely to reflect a lack of opportunity or inequitable treatment in decision-making processes.

NFER School Workforce Lead, Jack Worth, said: “Our research suggests that removing bias in teacher recruitment, retention and promotion is essential to ensuring we have the most capable and qualified teachers. Through tackling inequalities, the Government could substantially improve persistent long-term recruitment and retention issues.

“However, equality improvements to recruitment and promotion processes must be accompanied by a genuine commitment to inclusion. It is insufficient to improve equity in recruitment to teaching and leadership, if individuals are not subsequently supported, respected and valued in these roles.”

The report makes a number of recommendations including calling for the Department for Education to  play a more proactive role in encouraging ITT providers, schools and trusts to adopt more inclusive recruitment practices.

It also recommends the DfE embeds equity, diversity and inclusion within programme frameworks and within selection criteria for appointing providers, including across ITT, Early Career Framework (ECF), National Professional Qualifications (NPQ) and Teaching School Hubs.