Reveals Critical Insights for LAUSD
GPSN, in partnership with Diversity in Leadership Institute, released a study on Gen Z Black and Latino educators in LAUSD. Gen Z is defined here as any individual 30 or younger. This group of young teachers is best positioned to experience existing recruitment policies and to offer insights on strategies that would increase their retention. The study focuses on Black and Latino teachers — often discussed but rarely directly engaged in policy — and includes both LAUSD and independent charter school teachers.
Mixed-methods, two phases. Phase 1 (qualitative): four online 90-minute focus groups, each with 6 Gen Z Black and Latino LAUSD educators, Nov 13-16, 2023. Phase 2 (quantitative): online/telephone surveys with 400 LAUSD educators, Jan 31-Feb 22, 2024 (200 Gen Z Black and Latino educators as primary audience, 200 general LAUSD educators as secondary). MoE +/-6.9% at 95% confidence.
The sections below pull out the major points from the full report — the data, the examples, and the context behind the findings.
Gen Z Black and Latino educators come to the classroom driven by a passion to share their love of learning and their subject matter, and by a desire to give back to communities like the ones they grew up in. Many chose Los Angeles Unified specifically for the chance to teach the grade or subject they wanted — at twice the rate of the general educator population — and about 1 in 5 attended LAUSD schools themselves and wanted to return. A majority say their personal identity and the diversity of their students are well reflected by other staff, and they feel empowered to be themselves on the job.
That commitment shows in how they talk about the work: 1 in 3 would recommend teaching to a friend or family member, a higher share than among the general educator population.
I was an LAUSD kid from K through 12. People often discredit public education, but it gave me so much, as a child of immigrants, that I wanted to give back to an institution that gave so much to me.
Latina high school educator4 years of teaching
For all that passion, these young teachers are less satisfied with their careers than their peers. Just 30% say they are “very satisfied,” compared with 40% of the general educator population, while 16% are “not very satisfied” — nearly triple the general rate of 6%. Nearly a third identify as burnt out, striking for educators so early in their careers.
Work-life balance sits at the center of the strain. Only about a quarter of Gen Z Black and Latino educators describe their work-life balance as “very balanced,” while a similar share say it is not — and every one of those reporting a lack of balance is dissatisfied with their teaching career. When asked why they might leave the classroom, they most often name a desire for greater work-life balance (27%) and higher pay (25%).
Asked what would help retain educators beyond salary increases, Gen Z Black and Latino teachers point first to better work-life balance and greater support with student behavior discipline. Among specific benefits, more affordable health care and better work-life balance rank as the most important. More than half report that behavioral issues affect their ability to manage the classroom and teach, and they see classroom teachers as the position most affected by staffing shortages — often wishing simply for “extra bodies in the class” to work with smaller groups.
They are also hungry to grow: social-emotional learning is their top choice for additional professional development, chosen far more often than by the general population. A strong majority are satisfied with their principal and regularly raise concerns, but about 1 in 5 feel those concerns are not being addressed — a reminder that responsive school leadership is part of what keeps them.
I thought I would be a teacher forever. I feel very confused and sad that I have to consider leaving something that I’m very passionate about and very good at, and I work so hard at.
Latina high school educator4 years of teaching