I-22d: Percentage of Teachers in Public Primary and Secondary Schools Who Are of Hispanic Ethnicity,* by Main Teaching Assignment and Compared with the Student Population, 2015–2016
* Includes regular full- and part-time teachers, itinerant teachers, and long-term substitutes. Includes regular full- and part-time teachers, itinerant teachers, and long-term substitutes. Percentages include all teachers and students of Hispanic ethnicity, irrespective of race.
** General educators are those teachers who identified their main teaching assignment as "early childhood or pre-K, general," "elementary grades, general," "middle grades, general," or "special education, any."
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 NCS 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.