“…National calls to improve the number and proportion of teachers from racially diverse backgrounds is tied to recognition that teacher diversity is a strategy for improving student outcomes and overall school quality, including improved standardized test score outcomes (Dee, 2004;Egalite, Kisida, & Winters, 2015;Fairlie, Hoffman, & Oreopoulous, 2011), increased rates of school attendance and enrollment in advanced courses (Achinstein, Ogawa, Sexton, & Freitas, 2010;Villegas & Irvine, 2009), higher rates of referral and representation in gifted and talented programs (Grissom & Keiser, 2015), and overall reduction in discriminatory practices related to discipline, special education referrals, and tracking (Meier, 1984). Teachers of color have also played important roles in the sociocultural conditions of learning in classrooms, by serving as role models for all students and as cultural brokers for culturally and linguistically diverse students (Irvine, 1989;Quiocho & Rios, 2000;Villegas & Irvine, 2010). In recent years, moreover, in light of research with ToCs who expressed desire for teaching that was tied to social justice goals, ToCs were identified as unique sources of support for "hard-to-staff" schools (Achinstein et al, 2010).…”