Fetzer, JohnAlison, GriffinLeonard, DanyikaThomas, Marney2019-10-082019-10-082018-08https://hdl.handle.net/11299/208497Capstone paper for the fulfillment of the Master of Public Affairs degree.Approximately 96 percent of Minnesota K-12 teachers identify as white. They are teaching a much more diverse student population: 31 percent of Minnesota’s K-12 students identify as students of color or American Indian. The disproportionately white teaching corps limits the potential of students of color and American Indian students who see fewer role models during their formative years; it limits theability of school districts to incorporate more culturally-sensitive practices into their classrooms; and it limits the exposure of white students to teachers who do not look like them and often come from very different backgrounds. The Minnesota Education Equity Partnership (MnEEP) asked our Humphrey School capstone team to analyze this issue and compare Minnesota’s efforts with those in Oregon. MnEEP sees Oregon as a kindred state that has made much greater progress than Minnesota in expanding teachers of color/American Indian teachers (TOCAIT) as a share of the state’s teaching corps. Our team conducted a policy scan of both states, reviewing documents and interviewing content experts to answer the following questions: How does Minnesota’s policy efforts for recruiting and retaining TOCAIT compare to policy efforts in Oregon? And how has Minnesota distributed legislative funding for TOCAIT efforts across the educator career phases of explore, become, grow, and thrive?enThe Tale of Two States: How Policy and Funding Affect Efforts to Diversify the Teaching CorpsA study for the Minnesota Education Equity PartnershipThesis or Dissertation