More than 60 years after the ruling in "Brown v. Board of Education" was handed down, its promise remains unfulfilled. In many respects, America's public schools continue to be "separate and unequal." Indeed, the growing resegregation of American schools by race and ethnicity, compounded by economic class segregation, has become the dominant trend in American education. Little attention has been paid to an important related issue, however--the state of racial and ethnic diversity in America's teaching force. For the general public, basic facts about teacher diversity are difficult to understand or inaccessible. The Albert Shanker Institute, working with Richard Ingersoll of the University of Pennsylvania, undertook the challenge of pulling together what research there is, and conducting original research where data were lacking, in order to provide a factual basis for public discussion and further research. In September 2015, the Albert Shanker Institute published "The State of Teacher Diversity in American Education," a major report that found teacher diversity in the United States to be an area of concern. This article is excerpted from the report, and presents the findings and recommendations aimed at federal-, state-, and district-level policymakers, working collaboratively with local teachers unions and communities. The teacher workforce has become less ethnically and racially diverse and more female over time, a development that has adversely affected students, particularly males of color. Based on Ingersoll's national analysis of data, limited progress toward greater diversity is being made, but not nearly enough to meet the need for more teachers of color. [For "The State of Teacher Diversity in American Education," published by the Albert Shanker Institute, see ED563794.]