1 Teachers College Record Volume 120, 130303, 2018, 26 pages Copyright © by Teachers College, Columbia University 0161-4681 Schools in Transition: Creating a Diverse School Community DONALD EASTON-BROOKS University of South Dakota DERRICK ROBINSON University of South Dakota SHENEKA M. WILLIAMS University of Georgia U.S. public schools are becoming increasingly diverse. By 2025, it is predicted that students of color will make up more than 55% of the school population across the United States. However, teachers and leaders of color make up less than 20% of the education workforce across the country. The Every Student Succeeds Act (ESSA, 2015) establishes a policy goal to increase the number of educators of color. Yet, the policy must go beyond simply increasing the number of educators of color; rather, the policy must assist schools in transitioning and engaging with a new generation of public school students and teachers of color. This study employed a qualitative approach informed by a narrative case study design to explore the challenges schools face in increasing the quantity and quality of racially diverse educators. The researchers examined a school district facing a rapid demographic change over a rela- tively short period. The findings showed challenges at multiple levels and cultural/racial systematic challenges facing many U.S. public schools. The researchers conclude with rec- ommendations to multiple stakeholders (i.e., public schools, teacher preparation programs, leadership preparation programs) who impact the process of leading schools through the transition into highly diverse communities of learning. Recent studies have shown that the United States is becoming more racially and linguistically diverse (Easton-Brooks, 2013, 2015). In turn, U.S. public schools are becoming diverse at a much greater rate than the United States as a whole (Boser, 2011; Ingersoll & May, 2011). Through efforts aimed toward helping schools respond to the diversification of our nation’s schools, such as the 2015 Every Student Succeeds Act (ESSA, 2015), many states, districts, universities, private agencies, and