New Report on Teachers of Hispanic or Latino Origin

A new NCES Data Point, Teachers of Hispanic or Latino Origin: Background and School Settings in 2017‒18, examines the characteristics of Hispanic teachers and the characteristics of public and private schools where Hispanic teachers worked in the United States during school year 2017-18. Findings include: A higher percentage of Hispanic teachers taught in schools located in the South and West, when compared to all teachers. Half of Hispanic teachers taught in schools in the South, compared with 39 percent of all teachers. Twenty-nine percent of Hispanic teachers taught in schools in the West, compared with 19 percent of all teachers.  When compared to all teachers, a higher percentage of Hispanic teacher taught in city schools, and a lower percentage taught in rural schools. Forty four percent of Hispanic teachers taught in city schools, compared with 31 percent of all teachers. While 19 percent of all teachers taught in rural schools, 8 percent of Hispanic teachers taught in schools located in rural areas.  A higher percentage of Hispanic teachers than all teachers used an alternative path to certification. Thirty percent of Hispanic teachers used an alternative path to certification, compared with 18 percent of all teachers. Compared to all teachers, a higher percentage of Hispanic teachers reported their highest degree earned as a bachelor’s degree (51 percent vs. 40 percent), and a lower percentage reported their highest degree as a master’s (37 percent vs. 48 percent). In comparison to all teachers, Hispanic teachers tended to have less teaching experience. Forty-six percent of Hispanic teachers had less than 10 years of experience compared to 38 percent of all teachers. Thirty-three percent of Hispanic teachers had at least 15 years of experience compared to 43 percent of all teachers. This report uses data from National Teacher and Principal Survey (NTPS), “Public School Teacher and Private School Teacher Data Files,” 2017–18.