This is the executive summary for the report, "Opening Doors: Strategies for Advancing Racial Diversity in Wisconsin's Teacher Workforce." The report is the second of a pair of Wisconsin Policy Forum reports that address the lack of racial and ethnic diversity in Wisconsin's teacher workforce. The impetus for this research is both long-standing racial disparities in educational outcomes that have persisted in Wisconsin for decades and a growing body of evidence pointing to the benefits that a racially diverse and representative teacher workforce can bring to efforts to mitigate those disparities. Studies have linked students' access to teachers from their own race and ethnic background with a variety of beneficial outcomes -- from higher rates of academic achievement, attendance, high school graduation, and college enrollment, to lower rates of suspension, dropout, and discipline referrals. The first report, "A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin's Teacher Workforce and the Student-to-Teacher Pipeline," showed that while students of color have been rising as a share of Wisconsin's public K-12 student population, its teacher workforce has remained overwhelmingly white. This report seeks to address three broad questions raised by "A Teacher Who Looks Like Me": (1) What are the conditions and barriers that prevent candidates of color from joining the ranks of teachers and building a long-term career in the profession? (2) What are schools, districts, higher education institutions, and others doing to change those conditions? and (3) And what more could be done, in particular by Wisconsin's state government, to move the needle on this important component of educational equity? [For the full report, see ED612797. For "A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin's Teacher Workforce and the Student-to-Teacher Pipeline," see ED612773.]