Henry May

Director of the Center for Research in Education and Social Policy (CRESP) and Associate Professor in the School of Education at the University of Delaware

More information about Henry May is available on the University of Delaware website.

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Report

Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013

Richard M. Ingersoll

Henry May

Greg Collins

Aug 28 2017
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Although the number of minority teachers more than doubled between 1987 and 2012, high turnover rates have undermined efforts to diversify the teacher workforce. Improving school organization, management, and leadership can support improved retention of minority teachers, according to this report, which examines and compares the recruitment, employment, and retention of minority and nonminority teachers over the past quarter century.

Topics Educator Quality, Educator Quality: Recruitment & Retention
Brief

Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013

Richard M. Ingersoll

Henry May

Sep 15 2016
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The nation’s population and students have grown more racially and ethnically diverse, but the teaching workforce has not experienced similar demographic shifts. This brief summarizes the results of a study of the recruitment, employment, and retention of minority k-12 teachers, examining the extent and sources of the minority teacher shortage and offering evidence-based solutions to addressing the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system.

Topics Educator Quality, Educator Quality: Recruitment & Retention, Equitable Resources and Access

Report

Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning

Sep 10 2019

This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.

teacher talking to a student in a classroom

Report

Preparing Teachers to Support Social and Emotional Learning

May 21 2019

Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and a California school district's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems.

Report

California’s Positive Outliers: Districts Beating the Odds

May 16 2019

LPI studied 156 California school districts of significant size in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial, ethnic, and economic backgrounds. What are these "positive outliers" doing to raise achievement and support students of all backgrounds?

Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013

Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013

Featured Resources

Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning

Preparing Teachers to Support Social and Emotional Learning

California’s Positive Outliers: Districts Beating the Odds