Figure

I-22c: Percentage of Minority Humanities Teachers in Public Primary and Secondary Schools,* Compared with Student Population, 2015–2016

* Includes regular full- and part-time teachers, itinerant teachers, and long-term substitutes.
** All reported percentages exclude students and teachers of Hispanic ethnicity or more than one race.

Source: U.S. Department of Education, National Center for Education Statistics (NCES): National Teacher and Principal Survey, “Public School Teacher Data File,” 2015–2016 (Data analyzed by NCES staff at the request of the Humanities Indicators, with special thanks to Maura Spiegelman at NCES for her generous assistance.); and Digest of Education Statistics, “Table 203.50. Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region: Selected years, fall 1995 through fall 2026,” https://nces.ed.gov/programs/digest/d16/tables/dt16_203.50.asp, accessed 9/20/2017. Data presented by the American Academy of Arts and Sciences’ Humanities Indicators (www.humanitiesindicators.org).

Personnel included in the humanities teacher count were those whose main teaching assignment was in area or ethnic studies, art history, bilingual education, civics, communication, composition, English, ESL, foreign languages, government, history, language arts, literature or literary criticism, Native American studies, philosophy, or reading. The category “humanities teacher” does not include what the National Teacher and Principal Survey refers to as “general” educators in the elementary and middle grades who spent a portion of their time teaching language arts, reading, history, and other humanities material.

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