Most parents prize the diversity within their children's public schools. They know that le

arning to cooperate and excel in a diverse, real-world setting is a key to success in the 21st-century workplace and marketplace.

But how "diverse" and "real-world" is a school that does not have any minority teachers？ The bad news today is that some 40 percent of America's public schools have no teachers of color. The good news is that we have an opportunity to recruit and encourage more Americans of color to enter the teaching profession. And our success in doing so can have a powerfully positive impact on student achievement.

Obviously, a teacher's effectiveness depends, first and foremost, on his or her skills and high expectations, not on the teacher's color. Yet we also know that children of color—40 percent of the student population and rising—benefit in important ways by having some teachers who look like them, who share similar cultural experiences, and who serve as role models demonstrating that education and achievement are things to be respected.

Bear in mind that teachers do not teach only facts and "content". They also model appropriate behaviors and teach by personal example. And for many children, the teachers and other adults in their school are the most important authority figures outside of their home.

So it is important to expose children to a diverse teaching staff—and to diverse role models—within each of our schools. Where we have an urban school with an all-minority staff or a suburban school with an all-white staff, we are giving students a stunted educational experience.

Issues of diversity are especially relevant today, as public schools are redoubling their commitment to raising standards and closing achievement gaps. We need to seize every opportunity to boost the achievement of poor and minority students. I believe—and an impressive body of research confirms—that recruiting and retaining more minority teachers can be crucial to our success.

NEA has made it a core strategic priority to increase the recruitment and retention of teachers of diverse backgrounds. Beyond NEA's own programs, we are joining with other organizations to create the National Collaborative on Diversity in the Teacher Workforce.

But we can't do it alone. States and school districts need to develop programs to assist teacher's aides—large numbers of whom are minorities—to advance their education and become fully licensed teachers. Other programs can reach out to minorities still in school, offering encouragement and incentives to enter the teaching profession. At the same time, states must ensure that relevant tests do not bar promising minority candidates from entering the profession.

In a school______, students will learn how to survive successfully in a competitive society.

A．of high quality teaching professionals

B．of excellent academic background

C．with various cultures

D．with adequate funding