In a world where diversity and representation in education are increasingly recognized as essential for student success, Long Island stands out as a troubling anomaly, according to a 2023 report by the Long Island Strong Schools Alliance. In the heart of this suburban paradise, the landscape of elementary public schools reveals a stark and unsettling reality: a significant lack of black teachers, particularly in segregated districts like Hempstead and Uniondale.
This representational gap is widened by numerous socio-political factors present at a local and state level. According to the Education Trust–New York, long-standing inequities such as school funding disparities, racially segregated housing patterns, and biased hiring practices contribute to an environment where teachers of color, particularly black educators, struggle to access and retain positions in Long Island’s public school system. These barriers are compounded by certification hurdles and limited professional support networks, which disproportionately affect aspiring educators from underrepresented communities.
New York State budget records show that Hempstead receives $18,000 per student annually, compared to $28,000 in wealthier districts, such as Garden City.
According to Derek Stein, policy director for Erase Racism, a nonprofit organization focused on racial equity in housing and education, this underfunding has a direct impact on curriculum quality.
“The lack of advanced placement programs in these districts is a direct consequence of such funding gaps,” he said.
The challenge is multifaceted. According to Stein, historical exclusionary zoning and housing policies have perpetuated segregation.
Larry Levy, executive dean of Hofstra University’s National Center for Suburban Studies, said school districts are shaped by practices that restrict affordable housing options for teachers.
On Long Island, where the average home price in Nassau County hovers around $790,000, according to Zillow data, educators struggle to live where they work.
“Teachers can’t afford to live in the communities where they work, which makes recruiting and retaining teachers of color particularly challenging,” Stein said.
In Hempstead, the average starting salary for teachers is approximately $48,450, according to the district’s 2023 budget, which is significantly lower than approximately $91,290 earned in wealthier districts, such as Jericho, Cold Spring Harbor and Syosset.
Levy said, “high housing costs on Long Island are a major barrier to attracting diverse educators.”
To address these barriers, New York State has proposed a $100 million budget for first-time homebuyer programs in 2024, according to Governor Kathy Hochul’s office. Advocates argued these initiatives could help educators afford homes in communities where they work.
However, Stein cautioned that without targeted outreach, such programs may fail to reach communities of color.
“If we can’t effectively reach people of color, these efforts will not reduce segregation,” Stein noted.
A 2023 Urban Institute report emphasized that tailored marketing and partnerships with local organizations are critical to ensuring equitable access to housing aid. The study found that participants who completed full training sequences in disinvested communities achieved a 62.5% job placement rate, demonstrating how culturally responsive strategies and employer partnerships bridge gaps in economic opportunity and trust.
Nicole Brown, president of the Hempstead Classroom Teachers Association, pointed out how the percentage of black teachers in Long Island’s minority districts has dwindled over the last decade in the Hempstead School District.
“The hiring of teachers of color has decreased sharply, with a notable uptick in the hiring of Caucasian teachers in the past five to six years,” she said.
To address these barriers, New York State has proposed a $100 million budget for first-time homebuyer programs in 2024, according to Governor Kathy Hochul’s office. Advocates argued these initiatives could help educators afford homes in communities where they work.
However, Stein cautioned that without targeted outreach, such programs may fail to reach communities of color.
“If we can’t effectively reach people of color, these efforts will not reduce segregation,” Stein noted.
A 2023 Urban Institute report emphasized that tailored marketing and partnerships with local organizations are critical to ensuring equitable access to housing aid. The study found that participants who completed full training sequences in disinvested communities achieved a 62.5% job placement rate, demonstrating how culturally responsive strategies and employer partnerships bridge gaps in economic opportunity and trust.
Nicole Brown, president of the Hempstead Classroom Teachers Association, pointed out how the percentage of black teachers in Long Island’s minority districts has dwindled over the last decade in the Hempstead School District.
“The hiring of teachers of color has decreased sharply, with a notable uptick in the hiring of Caucasian teachers in the past five to six years,” she said.
A 2019 Hofstra University study found that while 45% of Long Island’s students are people of color, only 8% of its teachers are non-white, with black educators declining nationally and systemic barriers leaving 80% of districts without a single black or latinx teacher.
This disparity becomes even more pronounced when examining specific districts such as Hempstead and Uniondale. In Hempstead, approximately 20.7% of students identify as black, yet the percentage of non-white teachers hovers around 1.2% revealing a significant gap between the demographics of the student body and the teaching staff. Similarly, Uniondale, where nearly 33% of students are from minority backgrounds, reports that only about 1% of its teachers are people of color.
Bill Moss, president of the Islip National Association for the Advancement of Colored People (NAACP) and a former Brentwood math teacher, attributed this disparity to exclusionary hiring practices.
“When schools rely on internal referrals or ‘connections’ and 99% of existing staff are white, they replicate the same demographics. It’s systemic discrimination disguised as tradition,” he said.
The Long Island Latino Teachers Association (LILTA), which contributed to the study, noted that Latino educators are often assigned to bilingual roles rather than being hired for core subjects such as math or science.
Dafny Irizary, LILTA’s president, said, “Schools treat diversity as a checkbox. They will hire Latino teachers for language support but rarely for academic leadership.”
Brown emphasized the urgency of this issue.
“When our students don’t see themselves in their educators, it sends a message, intentionally or not, that they are less valued,” she said.
A 2019 Hofstra University study found that while 45% of Long Island’s students are people of color, only 8% of its teachers are non-white, with black educators declining nationally and systemic barriers leaving 80% of districts without a single black or latinx teacher.
This disparity becomes even more pronounced when examining specific districts such as Hempstead and Uniondale. In Hempstead, approximately 20.7% of students identify as black, yet the percentage of non-white teachers hovers around 1.2% revealing a significant gap between the demographics of the student body and the teaching staff. Similarly, Uniondale, where nearly 33% of students are from minority backgrounds, reports that only about 1% of its teachers are people of color.
Bill Moss, president of the Islip National Association for the Advancement of Colored People (NAACP) and a former Brentwood math teacher, attributed this disparity to exclusionary hiring practices.
“When schools rely on internal referrals or ‘connections’ and 99% of existing staff are white, they replicate the same demographics. It’s systemic discrimination disguised as tradition,” he said.
The Long Island Latino Teachers Association (LILTA), which contributed to the study, noted that Latino educators are often assigned to bilingual roles rather than being hired for core subjects such as math or science.
Dafny Irizary, LILTA’s president, said, “Schools treat diversity as a checkbox. They will hire Latino teachers for language support but rarely for academic leadership.”
Brown emphasized the urgency of this issue.
“When our students don’t see themselves in their educators, it sends a message, intentionally or not, that they are less valued,” she said.
The absence of representational educators plays a significant role in academic success of racialized students. Research has shown that black students perform better academically when taught by black teachers. A report from the National Bureau of Economic Research highlights that black students who have at least one black teacher in elementary school are 19% more likely to go to college; those with two are 32% more likely.
The COVID-19 pandemic intensified existing inequalities within the education system, creating a demonstrably greater challenge for black educators, according to a 2021 RAND Corporation survey.
The survey revealed that black teachers retired at twice the rate of their white counterparts nationwide, a trend attributed to pandemic-related health risks, burnout from navigating remote learning disparities, and longstanding workplace inequities.
Dr. Ashley Griffin of the RAND Corporation noted, “black educators often face dual pressures: advocating for students of color while coping with systemic under-resourcing, which the pandemic intensified.”
In response, districts like Hempstead launched initiatives to stabilize staffing and improve outcomes. Federal pandemic relief grants funded programs such as “Grow-Your-Own” teacher pipelines, which trained paraprofessionals of color for certification. By 2022, the district had placed 15 new black educators in classrooms. However, these efforts faltered as administrative turnover disrupted continuity.
When Hempstead’s superintendent, Dr. Regina Armstrong, resigned in 2023, the replacement board slashed grant allocations by 40%, halting mentorship programs.
Levy emphasized the instability of progress.
"Great teachers need time and consistent support to excel, but changes in politics make it hard for school improvements to stick. Even good reforms often fail to last, leaving districts to constantly rebuild,” Levy said.
Addie Blanco-Harvey, a trustee for the Uniondale Union Free School District, highlighted district initiatives to bridge the gap in teacher diversity.
“By bringing students into the conversation, we’re empowering them to take part in their own education,” Blanco-Harvey said.
Uniondale’s student council, led by Superintendent Monique Darrisaw-Akil, composed of 11th- and 12th-grade students, now participates in the hiring process for teachers. The district also partnered with SUNY Old Westbury to offer free degrees for teaching assistants of color, including tuition, books, and mentorship from experienced teachers of color.
Senator Siela Bynoe, the first African American woman to represent Hempstead and a longtime advocate for equitable school funding, has prioritized addressing the systemic barriers that contribute to Long Island’s teacher diversity crisis. She recently collaborated with Governor Kathy Hochul to secure additional funding for the Hempstead School District next school year, aiming to alleviate some of the financial pressures that threaten educational programs.
“I am proud to fight for a budget that puts our children first and gives schools the tools they need to succeed,” Bynoe said.
According to a 2025 U.S. Department of Education, despite these efforts, institutional inequalities persist. The report noted federal cuts to diversity initiatives under the Trump administration have left districts struggling.
Brown highlighted systemic hiring biases that undermine diversity efforts.
“Many districts operate under a prevailing belief that ‘white is right,’ which discourages the recruitment and retention of teachers of color,” Brown said.
Blanco-Harvey noted compounding these biases, ongoing budget cuts to the Department of Education worsen the outcomes. According to the Long Island Advocate, charter schools, which are publicly funded but independently operated, reallocate funding from public districts, reducing resources for teacher retention.
The challenge is daunting but not impossible, Stein, said. He emphasized that solutions require addressing housing, funding, and community engagement. For Long Island’s students, Brown, president of the Hempstead Classroom Teachers Association, underscored the stakes.
“Representation doesn’t just reflect our present, it shapes futures,” she said.
Brown highlighted systemic hiring biases that undermine diversity efforts.
“Many districts operate under a prevailing belief that ‘white is right,’ which discourages the recruitment and retention of teachers of color,” Brown said.
Blanco-Harvey noted compounding these biases, ongoing budget cuts to the Department of Education worsen the outcomes. According to the Long Island Advocate, charter schools, which are publicly funded but independently operated, reallocate funding from public districts, reducing resources for teacher retention.
The challenge is daunting but not impossible, Stein, said. He emphasized that solutions require addressing housing, funding, and community engagement. For Long Island’s students, Brown, president of the Hempstead Classroom Teachers Association, underscored the stakes.
“Representation doesn’t just reflect our present, it shapes futures,” she said.
Brown highlighted systemic hiring biases that undermine diversity efforts.
“Many districts operate under a prevailing belief that ‘white is right,’ which discourages the recruitment and retention of teachers of color,” Brown said.
Blanco-Harvey noted compounding these biases, ongoing budget cuts to the Department of Education worsen the outcomes. According to the Long Island Advocate, charter schools, which are publicly funded but independently operated, reallocate funding from public districts, reducing resources for teacher retention.
The challenge is daunting but not impossible, Stein, said. He emphasized that solutions require addressing housing, funding, and community engagement. For Long Island’s students, Brown, president of the Hempstead Classroom Teachers Association, underscored the stakes.
“Representation doesn’t just reflect our present, it shapes futures,” she said.
