Research suggests teachers’ observable characteristics are inequitably distributed across schools, leaving minoritized students with less exposure to experienced and credentialed teachers. While prior research focuses on how the teacher sorting explains disparities in students’ test scores, little research explores how teacher quality gaps might implicate students’ post-secondary outcomes. To fill this gap, we analyze administrative data on high schools in Georgia and explicate how variations in teachers’ human capital correlate with the percentage of students who enroll and persist in college. Our study confirms prior research accentuating widespread disparities in access to highly qualified teachers, and finds students attending schools with more experienced and credentialed teachers are more likely to have positive post-secondary outcomes.

With the nation's public schools serving a more diverse student population than ever before, the role of the school leader is becoming increasingly complex. Research indicates principal preparation programs are inadequately preparing leaders to address the systemic inequities hindering non-White students' achievement. Administrators in urban public schools face particularly well-documented equity challenges. Providing urban school leaders with the tools to navigate the

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The racial disparities in school discipline and lack of teacher diversity represent two pressing issues facing educational equity. While traditional measures of teacher quality center on experience and credentials, little extant literature situates teacher diversity as an aspect of teacher quality. To fill this gap, we explore how both teacher experience and racial diversity are associated with school-level student discipline outcomes, and how they vary by schools’ contextual factors. We find that while teacher diversity and experience predict both reductions in disciplinary incidents and consequences, only changes in the share of Black teachers a school employs are associated with reductions in the Black–White racial school discipline gap. We position our findings in the Diversity Intelligence and People as Technology frameworks and discuss implications for policy and educational human resources practices.