Teacher effectiveness in diverse school environments depends highly on the multicultural education courses provided by Educator Preparation Programs (EPP). Research measuring new teachers’ (i.e. teachers having 0-3 years of teaching experience) effectiveness as a result of EPPs’ multicultural education courses is limited. The purpose of this study was to examine if any association occurred between the number of multicultural courses offered to pre-service teacher candidates by EPPs and their graduates rating of effectiveness, as it pertains to creating a culturally diverse classroom environment.,Using data from the North Carolina Department of Public Instruction (NCDPI) and public EPPs course catalogs for North Carolina, this descriptive study investigates multicultural education course offerings and recent teacher graduate data for North Carolina for 2015, as it pertains to creating culturally diverse learning environments for students of color.,The results indicate that multiple EPPs in North Carolina are not providing multicultural courses for their pre-service teachers, and that novice teachers in North Carolina are lacking the ability to produce diverse learning environments for students of color at a high capacity as defined by the North Carolina Teacher Effectiveness definition.,Data were retrieved from 2015. In the current year, EPPs could have boosted their offerings of multicultural courses since that time.,It is anticipated that the lack course offerings by EPPs will directly reflect new teachers’ ability to create respectful learning environment for students of color, suggesting that EPPs may be counterproductive towards teacher candidates’ understanding of race in the classroom.,This study’s originality exists in its ability to begin to connect new teachers’ productivity with regards for promoting diversity or multiculturalism and the multicultural courses offered by EPPs.

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北卡罗莱纳州的师范教育和多元文化课程

在不同的学校环境中，教师的效率在很大程度上取决于教育者准备计划（EPP）提供的多元文化教育课程。EPP的多元文化教育课程对衡量新教师（即具有0-3年教学经验的教师）有效性的研究是有限的。这项研究的目的是检查EPP向职前教师候选人提供的多元文化课程数量与其毕业生的有效等级之间是否存在关联，因为这与创建具有文化差异的教室环境有关。北卡罗来纳州公共教育部（NCDPI）和北卡罗莱纳州的公共EPP课程目录，