National Network for Educational Renewal

California Polytechnic State University	One of the criteria for becoming a partner school is having a sizable minority population. In particular, we recruit schools with sizeable populations of English language learners. We also have a Teacher Recruitment Project which actively pursues minority students.
Colorado Partnership for Ed. Renewal	Our Partners for Parity have been working for many years to build diversity. Some of their efforts include: A Diversity Cadre consisting of partner school teachers who are recognized for their success in working with diverse students, the TruST program, which helps teachers encourage their students to attend college and consider teaching for a career and scholarships initiatives
University of Connecticut	The Neag school of education has continued to seek both student and faculty applicants from minority and other diverse populations—in addition, there is a major NNER funded grant initiative underway that is focusing on recruiting students from minority populations to the profession of teaching.
University of Hawaii at Manoa	We have designated cohorts that focus on recruiting and mentoring students from the Hawaiian population. Our language immersion cohort has courses that are often team taught with an instructor fluent in the Hawaiian language and culture. In addition, we have structured our elementary and secondary programs to allow for the preparation of teachers with dual licensure in general ed/special ed. And general ed/early childhood ed.
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University of Southern Maine	We continue to work with the Portland public schools to bring 5 of their paraprofessionals, persons of color and other non-native speakers of English, up to the qualifying level to enter the teacher cert. program at USM. We are now seeking funding for their tuition and a salary stipend so they can complete the program in a year.
Metro. St. Louis Consortium for Ed. Renewal	We are comprised of two higher education institutions. One, Harris Stowe State College is 70% minority, while the other, Maryville, is only 6%. Shared discussions and meetings enable collaboration between faculty and students from the two institutions. We also have an elaborate network within the St. Louis schools. One focus is getting more minority teachers in the classroom in both St. Louis and the surrounding suburbs.
Nebraska Network for Ed. Renewal	This is a major priority right now. UNO has a Minority Inter Program and Minority Faculty Development Program. The Banneker project at UNO and in Omaha public schools focuses on increased minority participation in math and science. UNL requires all pre-service teachers to complete a % of practica in diverse settings. UNK also has a Diversity Center.
Montclair State University	Our Teacher Education Advocacy Center was specifically designed in 1998 for minority teacher preparation. It includes Future Teachers of America, The Minority Teacher Candidates Organization, Newark Scholars in Teaching Program, The MSU Precollegiate TeachingAcademy, and the Trust Partnership Project.
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Miami University	Since 1990, all teacher education students are expected to have at least one field experience in a school evidencing a form of social or economic difference. There is a university plan to strengthen diversity across several areas, including curriculum and student life. EAP faculty have taken a leadership role in offering and participating in diversity institutes. A significant percentage of EAP faculty hires since 1994 have been people of color.
Wright State University	The CEHS has the most minority faculty of any college at Wright State University. We have provided funds for minority youth interested in teaching as a career and we have provided tuition remission so that the urban minority teachers can return to school. We are exploring the creation of an Urban Literacy Institute and last summer initiated an Urban Teachers Institute.
South Carolina Network for Ed. Renewal	One aspect of the Diversity in Teacher Education initiative, involving Benedict and Furman, is designed to recruit and retain minorities for teaching. In addition, each site is working with diverse school cultures in PDSs that face real challenges. The teacher prep. curriculum at each site is continuing to evolve into more systematic and "deep" preparation for teaching diverse students in high need settings.
Texas A&M University	Seven out of nine recent faculty hires represent diverse groups and/or languages. Most importantly, the criteria for our partner schools now includes the need for all to be at least 40% free or reduced lunch. Our Fed. grant is aimed at diversity recruiting. We are committed to increasing minority students by 200%.
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University of Texas at El Paso	The University of Texas at El Paso is one of the few universities in the country where the student population demographically reflects the population of the region that it serves. More than 50% of the graduates are first in their families to graduate from college. We are working to further diversify the composition of the full-time faculty.
Brigham Young University	We have serious difficulty in attracting pre-service candidates of diversity. A limited but perceptible increase is occurring. We seek to offer our students student teaching experience in urban centers. We now have one cohort of pre-service students centered in the inner city.
University of Washington	Our College of Ed. has developed a recruitment initiative staffed by doctoral students of color. We have made a strong effort to identify and maintain partner schools that offer both good models of teaching as well as a diverse student body and staff. In both elementary and secondary programs we assign every student to field experiences in both a more diverse and a less diverse school whenever possible.
University of Wyoming	Building diversity is a trouble spot not because of lack of desire but because of the lack of diversity in most Wyoming communities. We are targeting minority populations in the state to create three new partner schools (PDS). We hold seminars on campus to improve awareness of diversity. We are using various grants to provide assistance to our elementary teacher education program and to help recruit high school students from the Wind River Indian Reservation.