1. Short title This Act may be cited as the Classrooms Reflecting Communities Act of 2019 . 2. Findings Congress finds the following: (1) There are persistent shortages across the Nation of teachers in high-demand fields and subjects. These include science, mathematics, special education, and teachers of English learners. (2) More than 40 percent of all small, rural school districts in the United States struggle with adequately staffing their schools. Rural districts in particular face high teacher vacancies in special education and STEM fields and have greater difficulty filling the position of teachers of English learners than urban and suburban districts. (3) Research shows that teacher shortages have serious consequences for student achievement, the economic well-being of a school district, and the overall effectiveness of the teaching workforce. Further, a growing body of research reveals a substantial amount of differences schools can make are attributable to teachers. (4) Additionally, previous research estimated that 40 percent of schools do not have any teachers of color on staff, and more recent data suggest that teachers of color remain more likely to teach in urban schools and schools where a greater percentage of students are eligible for a free or reduced price lunch under the Richard B. Russell National School Lunch Act ( 42 U.S.C. 1751 et seq.). (5) Research shows that teachers of color help close achievement gaps and are viewed positively by all students. Research also demonstrates benefits, including improved academic achievement, greater educational attainment, and higher academic aspirations, for students of color who are taught by teachers of color. Likewise, it is important for all students, not just students of color, to have diverse teachers and leaders in their schools. (6) Strategies to address teacher shortages are multi-faceted and should follow broader efforts to modernize and elevate the teaching profession. For example, efforts to improve recruitment and preparation of teachers