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This brief is a continuation of NWEA's research series examining the impact of the COVID-19 pandemic on student achievement and progress toward academic recovery. Initiated in the early phase of the pandemic, this series has leveraged NWEA's large national sample of longitudinal MAP® Growth™ data to track student performance and compare it to historical trends. The authors have tracked two critical aspects of student performance in the wake of the pandemic: achievement and growth. Achievement data reveals the extent of unfinished learning. The authors refer to the distance between current test scores and prepandemic trends as "achievement gaps." Growth data estimate how much test scores increase over time. They use these data to indicate whether students are making gains that keep pace with prepandemic trends. Understanding and tracking both achievement and growth is important. Achievement gaps quantify how much unfinished learning remains, while growth patterns help gauge the rate at which gaps will close. The system needs accelerated or above-average growth for students to catch up. The data provide insights into how effectively this is happening. The cumulative research shows that the harmful effects of the pandemic on student achievement steadily accumulated over the course of the 2020-21 school year (Lewis, Kuhfeld, Ruzek, & McEachin, 2021). Growth generally returned to, or slightly exceeded, prepandemic trends in the 2021-22 school year (Kuhfeld & Lewis, 2022). Progress stalled in 2022-23 when growth in nearly all grades fell short of prepandemic trends (Lewis & Kuhfeld, 2023). In this analysis, the authors use 2023-24 school year data to examine the current progress toward recovery. They examine test scores from approximately 7.7 million students currently in grades 3-8 in 22,400 public schools who have taken MAP Growth reading and math assessments since the onset of the pandemic. The "COVID sample" consists of six separate cohorts of students followed longitudinally across the last three school years. For instance, current fifth-graders are part of the grade 3-5 cohort; they measure this cohort's achievement across third grade in 2021-22, fourth grade in 2022-23, and fifth grade in 2023-24. The authors compared this COVID sample to a comparable group of 10 million students who tested in grades 3-8 in the pre-COVID school years of 2016-17 through 2018-19.

Because standardized tests in science are not given to PreK-3 students in Ohio, this report examined the longitudinal effects of learning from a teacher who had participated in the NURTURES professional development program. Specifically, it looked at the effects on students' mathematics and reading learning in grades 2-5 and science learning in 5th grade in 2017. Students who were in 5th grade at that time could have had a NURTURES-trained teacher at any time between kindergarten and 3rd grade. Thus, the study followed students up to 5 years after having a NURTURES teacher. The sample included the population of students enrolled in the 41 elementary schools in the Toledo Public School District. Students who never learned from a teacher who participated in NURTURES served as the control group. The data came from the 2017 administration of the Ohio Measure of Academic Progress (MAP) (NWEA, 2019) for mathematics and reading and the Ohio Achievement Test in Science for science (Ohio Achievement Assessment, 2015). The total number of students from these schools who took the May 2017 reading MAP was 6759 and the total number who took mathematics was 6703. The number of those students who had at least one NURTURES teacher was 2801 (41.4%) for reading and 2707 (41.6%) for mathematics. Analysis of the reading scores showed 2.14 advantage points for NURTURES students as compared to the average non-intervention student to an annual growth rate of 7.02 units (p < .001). The treatment effect size (Hedges' g) was 0.12. For mathematics there were 1.55 advantage points to an annual growth rate estimated to be 8.17 units (p < .001) as compared to the average non-intervention student. The treatment effect size (Hedges' g) was 0.09. Analysis of the 5th grade Ohio Achievement Science Subtest showed that students associated with at least one NURTURES-trained teacher was modeled to have a 5.86 advantage points as compared to the average non-intervention student. The treatment effect size (Hedges' g) was 0.08, which is to be interpreted as a treatment group having, on average, 0.08 higher scores in standard deviation units as compared to the scores of the control cohort. When compared with our earlier evaluation report (2016; revised in 2018), we see that students who had a NURTURES-trained teacher, on average, continued to show greater gains compared to students who did not. In addition, the achievement gaps between non-minority and minority students in reading and mathematics were reduced when the minority students had a NURTURES-trained teacher and the non-minority students did not. In science, the impact of the intervention roughly compensated for the attainment gap between boys and girls and partially ameliorated the gap between minority and non-minority children's scores associated with these demographic factors. [Published May 6, 2020 with minor revisions based in WWC inquiries published January 5, 2024.]

The Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Ohio Department of Education and Workforce (DEW) to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and DEW continue to collaborate on a range of initiatives to support student progress and success. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Students. The report concludes with seven recommendations. [For the previous report "2022 Ohio Remediation Report: For Fall 2021 Enrolling College Students (Spring 2021 High School Graduates)," see ED627874.]

This research was commissioned as part of Inclusive Britain, the government response to the Commission on Race and Ethnic Disparities (CRED). The research sought to answer three main questions: (1) Where schools and trusts have closed attainment gaps between pupils from different ethnic groups, has this been the result of a deliberate strategy (i.e., focused on raising the attainment of pupils from specific ethnic groups)?; (2) What practices have schools and trusts used to close attainment gaps and foster a sense of belonging for all pupils (including those from different ethnic groups)?; and (3) Can we draw practical lessons about closing attainment gaps between pupils from different ethnic groups from the work of schools and trusts (including lessons that are applicable to schools and trusts working in different contexts)? The research was designed to be exploratory. It focused on the role and practices of trusts and schools. The evidence gathered came from interviews with the leaders of nine academy trusts and leaders of individual schools within those trusts (plus one local authority maintained school). [This report was written with Richard Eyre and Kikelomo Agunbiade.]

In 2015, the Minnesota Legislature passed statute 135A.012 Higher Education Goal, which enacted a goal that 70% of Minnesota adults (ages 25-44) will have attained a postsecondary certificate or degree by 2025. In recognition of existing gaps in attainment, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities as interim goals. Current estimates show that 63.0% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage has steadily increased compared to 2015 estimates (57.5%). In order to reach the 70.0% educational attainment goal set by the Legislature, however, Minnesota still needs an additional 104,420 persons age 25-44 to complete a postsecondary credential by 2025. This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. [For the 2022 report, see ED625506.]

Tracking in education is a process that started in the early 1900s. What started as a tool to help migrant students, evolved into a discrete form of segregation. Tracking normally negatively affects marginalized students. It often separates students by socioeconomic status and race. Black and Hispanic students normally make up a small percentage of students placed in higher-tracked math classes. When students are placed in a lower-track math class, they often continue that track until they graduate, which gives them little to no room for advancement once they are on that particular track. Tracking is developed by grades, test scores, and possibly a biased teacher's idea of perceived student potential. To remedy the problems that tracking creates, de-tracking in classes, especially math class, must occur. De-tracking can help enable equity in math classrooms. It will also help close the opportunity gap which in turn can help close the achievement gap between minority and nonminority students. There has been a lot of research on tracking but not as much on the benefits that de-tracking can have on marginalized students. My research will study the benefits of de-tracking for marginalized students. The research will also study the confidence and mental psyche of students that are placed on lower tracks versus higher tracks. Given the opportunity, all students can be successful. De-tracking can help all students grow and be victorious in all classes, especially in math class.

"Excellence gaps" are the disparities in advanced academic performance that exist between student groups. These gaps have important implications for both academic equity and American economic competitiveness, as the most lucrative jobs often go to those who perform at the highest levels. Although considerable work has evaluated how and why these excellence gaps occur, what's not been examined closely is what excellence gaps look like for students of different races/ethnicities within the same socioeconomic group. This new report uses National Assessment of Educational Progress (NAEP) data on eighth graders over the last two decades to trace the performance of America's highest-achieving students by both race/ethnicity and socioeconomic status (SES). Specifically, Fordham's research associate Meredith Coffey and national research director Adam Tyner examine: (1) The extent to which racial/ethnic excellence gaps can be explained by differences in SES; (2) Whether excellence gaps still exist when racial/ethnic groups are compared within the same socioeconomic groups; and (3) How excellence gaps by race/ethnicity and SES have shifted over the past two decades, including since the COVID-19 pandemic. This new analysis reveals five key findings and several implications for education leaders and policymakers who want to increase the numbers of students from all backgrounds whose academic performance rises to the top. [Foreword written by Michael J. Petrilli and Amber M. Northern.]

This is the technical index for the research brief "Education's Long COVID: 2022-23 Achievement Data Reveal Stalled Progress toward Pandemic Recovery." Using data from 6.7 million U.S. public school students currently in grades 3-8, the study examined academic gains in the 2022-23 school year relative to pre-pandemic years. It also tracked the gap in achievement between the COVID year student group compared to their pre-pandemic peers. Key findings show that while learning did continue, progress toward academic recovery stalled in the 2022-2023 school year. Significant achievement gaps persist at the end of the 2022-2023 school year, and the average student will need the equivalent of 4.1 additional months of schooling to catch up in reading and 4.5 months in math. [For the full report, see ED630208.]

This research brief examines the continuing impact of the COVID-19 pandemic on student achievement and progress toward academic recovery. Using data from 6.7 million U.S. public school students currently in grades 3-8, the study examined academic gains in the 2022-23 school year relative to pre-pandemic years. It also tracked the gap in achievement between the COVID year student group compared to their pre-pandemic peers. Key findings show that while learning did continue, progress toward academic recovery stalled in the 2022-2023 school year. Significant achievement gaps persist at the end of the 2022-2023 school year, and the average student will need the equivalent of 4.1 additional months of schooling to catch up in reading and 4.5 months in math. [For the technical appendix, see ED630209.]

The role the Oklahoma state system of higher education plays in meeting the state's workforce development goals has never been more vital. Public colleges and universities educate the state's teachers, nurses, doctors, and engineers. Graduates drive innovation, build companies, enrich communities, and strengthen the state's workforce in an increasingly knowledge-based, global economy. To address the state's workforce challenge, the Oklahoma State Regents for Higher Education (State Regents) developed this Strategic Plan to guide the state system of higher education through 2030. The plan is anchored by four fundamental goals: (1) Produce workforce-ready graduates; (2) Grow the student pipeline; (3) Focus on student success; and (4) Improve system efficiency and effectiveness. This bold Strategic Plan provides a clear framework for Oklahoma's state system of higher education, encourages alignment around key statewide goals, and demonstrates the commitment to translate student success into the workforce. Developing a well-educated workforce will increase Oklahomans' salaries, create economic diversity, and ensure the state's future prosperity.

The 34th edition of the Annie E. Casey Foundation's KIDS COUNT® Data Book describes how the country's lack of affordable and accessible child care negatively affects children, families and U.S. businesses. This year's publication continues to present national and state data across four domains--economic well-being, education, health and family and community--and ranks states in overall child well-being. The report includes pre-pandemic figures as well as more recent statistics, and shares the latest information of its kind available. [Foreword by Lisa M. Hamilton. For "KIDS COUNT Data Book, 2022: State Trends in Child Well-Being," see ED625969.]

Educational inequality is a long-standing and persistent challenge. Never has this inequality been more evident than during the COVID-19 era. The pandemic put existing divisions into sharp relief, and made them worse. Recent evidence tells a terrible story of the consequences of the pandemic--and the response of the education system to the pandemic--for educational inequality. Today, as the pandemic recedes, its effects are still there, in education as well as in other domains. Fortunately, there is considerable knowledge about how to respond to growing inequality. As the authors explain in this report, they have learned through research that effective responses include high-quality tutoring, effective expanded learning time, and strengthened relationships between learners and educators. Yet many questions remain, and new research is needed to help ensure that our education system not only overcomes the increase in inequality induced by the pandemic, but reduces the inequality that was already in place prior to 2020. In this report, the authors discuss the consequences of the pandemic for educational inequality, examine research-based strategies for responding to inequality, and identify new areas for research that can take everyone further down the road to an equitable education system.

The Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Ohio Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided this report coincide with the disruption in both secondary and postsecondary education resulting from the COVID-19 pandemic. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, "2021 Ohio Remediation Report: For Fall 2020 Enrolling College Students (Spring 2020 High School Graduates)," see ED619293.]

ACT retesting occurs when students take the ACT® test multiple times with the goal of improving their scores and postsecondary credentials. In this paper, the author examines preliminary data for the 2022 ACT-tested graduating cohort to better understand the ACT score gains that occur with retesting. The author presents the following six things to know about ACT score gains from retesting: (1) Average score gains are modest (about 1 score point); (2) Score gains increase with more time between tests; (3) Higher-achieving students tend to have larger score gains; (4) Differences in score gains across demographic groups are small but consistent with long-standing achievement gaps; (5) ACT scores tend to increase with additional retesting, but there are diminishing returns; and (6) ACT Superscore gains are substantially larger than ACT Composite score gains.

We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Though on average school districts' test scores improved very modestly (by about 0.001 SDs/year), there is significant variation among districts. Moreover, we find that average test score disparities between non-poor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We find no evidence of achievement-equity synergies or tradeoffs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we find that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in differential access to certified teachers.

The Postsecondary Data Partnership (PDP) is a service of the National Student Clearinghouse established in 2017 to empower institutions with more comprehensive data, easier analysis, centralized reporting functions, and interactive visualizations. Since its inception, over 500 colleges and universities have participated in the PDP. The 2022 PDP Insights report focuses on two primary metrics: students' first year credit completion ratio (CCR) and credit accumulation rate (CAR). The CCR is the ratio of credits earned to credits attempted. This measure of student success and credit attainment can provide insights into students' overall course completion outcomes and measure the efficiency of students' movement through coursework. The CAR directly measures students' timely accumulation of college credits by identifying the share of students who surpassed specific credit-hour thresholds within a given period. This early momentum measure can offer insights into students' progression toward degree completion and provide indicators of when and where gaps in ultimate degree attainment between groups may begin. Students in this analysis are first-time (including first-time in college and first-time, transfer-in), degree-seeking students entering a PDP-participating institution in the 2019-20 cohort.

Test-only placement systems are associated with inaccurate placement determinations that can perpetuate college achievement gaps by race/ethnicity and socioeconomic status (SES). In response to the pitfalls of traditional, test-only placement systems, colleges across the country are increasingly experimenting with and adopting alternative placement strategies that reduce the number of students assigned to prerequisite developmental education and increase access to college-level courses. These reforms benefit underserved students but by themselves are not enough to eradicate long-standing disparities by race/ethnicity and SES in outcomes such as introductory college-level (or gateway) course completion and credential attainment. For placement reform to be both effective and equitable, it is best coupled with additional related reforms, including improvements to curriculum, instruction, and student supports. Aimed at practitioners, this brief provides guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes. It draws on research literature as well as examples from the field to highlight promising strategies for addressing barriers to equitable access to and success in college-level courses, including barriers that may persist after broad placement reform has been implemented.

Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person (although there was some widening in reading gaps in those areas). We estimate that high-poverty districts that went remote in 2020-21 will need to spend nearly all of their federal aid on academic recovery to help students recover from pandemic-related achievement losses.

A college credential can expand the range of career opportunities available to young adults. However, existing barriers to enrollment for prospective students pose equity gaps in college access and success, particularly for Black college aspirants. In Florida, racial and ethnic disparities in college enrollment contribute to disparities in educational attainment. Only 31% of Black Floridians hold a college degree. This report examines the attainment gap by exploring various factors contributing to Florida college applicants' decisions to enroll. This paper uses survey and enrollment information from two Florida community colleges (Hillsborough Community College and Miami Dade College) to identify factors related to college applicants' enrollment decisions. In the summer of 2021, nearly 15,000 applicants to the two colleges were surveyed about their pre-college experiences, and roughly 1,200 responded, resulting in a response rate of 8%. Of the respondents, 997 applicants identified as Black (i.e., African American, Black Hispanic, African, or West Indian/Caribbean).

The 33rd edition of the Annie E. Casey Foundation's KIDS COUNT® Data Book describes how children in America are in the midst of a mental health crisis, struggling with anxiety and depression at unprecedented levels. This year's publication continues to present national and state data across four domains -- economic well-being, education, health and family and community -- and ranks states in overall child well-being. The report includes pre-pandemic figures as well as more recent statistics, and shares the latest information of its kind available. [The foreword is written by Lisa M. Hamilton. For "KIDS COUNT Data Book, 2021: State Trends in Child Well-Being," see ED613636.]

This study builds on a 2019 Fordham Institute report that examined the relationship between charter school enrollment share--the share of students in a community who enroll in a charter school--and the average achievement of all the students in that community, including those in traditional public schools. Like its predecessor, this report seeks to understand the systemic effects of charter schools as well as the potential for diminishing returns as their enrollment share increases. However, unlike the first report, which focused on school districts, this one focuses on metropolitan statistical areas (MSAs), which are an order of magnitude larger and typically encompass multiple school districts. Fordham's associate director of research, David Griffith, analyzed a decade of data on reading and math achievement at the metropolitan level, as well as nearly two decades of data on charter and traditional public school enrollment. The results are summarized in three findings: (1) On average, an increase in total charter school enrollment share is associated with a significant increase in the average math achievement of poor, Black, and Hispanic students, which is concentrated in larger metro areas; (2) On average, increases in Black and Hispanic charter school enrollment share are associated with sizable increases in the average math achievement of these student groups, especially in larger metro areas; and (3) On average, an increase in total charter school enrollment share is associated with a significant narrowing of a metro's racial and socioeconomic math achievement gaps. [Foreword written by Amber M. Northern and Michael J. Petrilli. For the 2019 report, "Rising Tide: Charter School Market Share and Student Achievement," see ED601200.]

The last several years have been unpredictable for students, families, teachers and schools. During this time, Ohio's education community has responded by working diligently to identify and address the unique needs of their communities while ensuring their students continue to receive a quality education. Data on the 2021-2022 Ohio School Report Cards highlight signs of academic recovery but also acknowledge some of the challenges that remain. Student achievement is up statewide, mirroring the resiliency of students and the dedication and effectiveness of Ohio educators. The Ohio Department of Education's collective effort, Future Forward Ohio, encompasses their strategic priorities for helping students recover from the impact of the pandemic. They are committed to serving the needs of Ohio's students with special attention on raising literacy achievement, accelerating learning, strengthening the workforce readiness and supporting student and staff wellness. [For the 2020-2021 report, see ED624697.]

Between 1994 and 2014, New York City engaged in a historic overhaul of its publicly funded high schools. This included the opening of charter high schools (made possible by a 1999 state law) and the creation of new, smaller district high schools that would, in time, replace many of the city's large, traditional, comprehensive, and vocational high schools. The reforms started during Giuliani's mayoral administration and accelerated in 2002 when the Bloomberg administration began methodically reviewing the performance of all its schools and closing those that consistently demonstrated poor performance. Despite independent research showing that the changes led to positive student outcomes, Bill de Blasio brought these efforts to a close when he became mayor in 2014. Now there is a new mayor in town. This report describes the performance of all city public high schools, district and charter, as of 2018-19--comparing them in groups determined by their size, academic selectivity, and origin--and discusses the implications of their performance for the future. Incoming mayor Eric Adams and his administration will soon have the opportunity to rethink how New York's high schools might be reorganized or modified to serve the needs of students with differing achievement levels at the end of middle school: those ready for highly advanced work and those who enter high school clearly unlikely to attain college readiness.

This Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided in this report coincides with the outbreak of COVID-19. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, "2020 Ohio Remediation Report: For Fall 2019 Enrolling College Students (Spring 2019 High School Graduates)," see ED612329.]

The Indiana Commission for Higher Education has for years acknowledged and addressed the equity and achievement gaps that exist in the state's education pipeline. In 2013, the Commission passed a resolution to close Indiana's educational achievement gaps by 2025. In 2021, gaps are closing, but not quickly enough. Data must be the driving force behind actions to continue closing these gaps. The results of the 2021 College Equity Report highlight the demographics of high school graduates in 2019, their level of academic preparation, college-going rates, metrics of success in early college (2018 graduates) and graduation rates (2020 graduates). Top level findings from this year's report show: (1) Over the last 10 years, Indiana has become more diverse racially and ethnically, and by socioeconomic status. More students are non-White and more come from low-income households today than in recent history; (2) Students who are the least likely to go to college, succeed while there or graduate on time (or at all) are students of color, male students, rural students and low-income students who are not part of the 21st Century Scholars program; and (3) Poverty has a direct impact on college-going rates. Just 35 percent of low-income high school graduates go to college--lower than the statewide college-going average of 59 percent--and far lower than the percentage of higher-income graduates (64 percent) and those low-income graduates in the 21st Century Scholars program (88 percent). [For the 2020 report, see ED611245.]

In California, Black students have markedly lower academic achievement than their White peers and Black students are also more likely to experience exclusionary discipline, such as suspensions (Cano, 2020, Losen & Martinez, 2020). What can be done to mitigate these racial disparities in schools? In this brief, we investigate whether increasing student exposure to restorative practices could help reduce racial discipline and achievement gaps, with a review of a large sample of secondary students who completed the California Healthy Kids Survey between the 2013/14 and 2018/19 school years. The analysis found that, across racial groups, students who had larger exposure to restorative practices saw less exposure to exclusionary discipline and better academic outcomes. Models also suggested that expanding restorative practices could bridge Black-White discipline disparities.

In the wake of the COVID-19 pandemic, Indiana's college completion rates mostly held steady and even improved overall for the class of 2020. This 2021 College Completion Report will show: (1) How Indiana's college graduates are faring at completing their schooling on time (within two years for a long-term certificate or associate degree or four years for a bachelor's degree) or within an extended timeframe (within six years of beginning any degree program); (2) The on-time and extended-time completion rates at all of Indiana's public colleges and universities, along with demographic breakouts, persistence rates and trends over time for each institution; and (3) Improvements toward closing completion equity gaps and an impetus to accelerate to reach parity across race, income and age. This report highlights the importance of continued innovation and focus to help all students get across the stage and into fulfilling careers. [For the 2020 report, see ED607704.]

In June 2020, the Wisconsin Policy Forum published "A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin's Teacher Workforce and the Student-to-Teacher Pipeline." The impetus for that research was both the long-standing racial disparities in educational outcomes that have persisted in Wisconsin for decades and a growing body of research pointing to the benefits that a racially diverse and representative teacher workforce can bring to mitigate those disparities. Studies have linked students' access to teachers from their own race and ethnic background with a variety of beneficial outcomes -- from higher rates of academic achievement, attendance, high school graduation, and college enrollment, to lower rates of suspension, dropout, and discipline referrals. This report follows up on the data findings of the prior report by examining the drivers of these trends and the range of potential local strategies and state policy options to improve the diversity of Wisconsin's teacher workforce. While this is a challenge with which education leaders and policymakers are grappling throughout the country, the focus is on the policy proposals that are tailored to Wisconsin's particular challenges and that ideally would complement, coordinate, and capitalize on the assets and resources already being deployed. It begins with a discussion of the barriers and challenges that impede progress toward greater teacher diversity in Wisconsin at both the individual and institutional level. Then, it explores key local strategies that schools, districts, universities, and community-based organizations are undertaking to attract, support, and retain teachers of color throughout the state. The discussion spotlights some specific local initiatives to illustrate how such efforts can take shape on the ground. Where possible, it also considers how well those efforts are working and what more may need to be done at the state or local level. Building on the understanding of Wisconsin's particular teacher diversity challenges and some of the assets local institutions are leveraging to address them, the final section addresses how state-level leadership and policy levers could complement and supplement local efforts. Finally, it explores five key policy priorities where state-level leaders and policymakers should focus resources and action. [For the executive summary, see ED612798. For "A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin's Teacher Workforce and the Student-to-Teacher Pipeline," see ED612773.]