Teacher colleges aren’t graduating enough people of color to substantially increase educator workforce diversity, and more than 40% of programs are actually making the field less diverse, according to a new national study.
A report published Wednesday from the National Council on Teacher Quality found that teacher preparation programs have contributed to the stagnant growth in educator diversity, which is lagging behind the diversity of the nation’s adult population. While roughly one-third of U.S. working-age adults identify with historically disadvantaged racial groups, such as Black, Native American or Hispanic, only 21% of teachers do.
The NCTQ analyzed 1,526 U.S. teacher colleges from the 2018-19 school year to 2022-23 in its report and found that 40% don’t produce graduating classes that are as diverse as their state’s educator workforce.
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About 21% of teachers in Alabama come from historically disadvantaged groups, versus 16% of candidates who graduate from preparation programs. In Washington, D.C., the educator workforce has a 69% diversity rate, but its teacher college graduates are at 32%.
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The most diverse programs are alternative certification pathways run by companies or nonprofits, but research shows that these options have lower standards than traditional colleges and lead to higher teacher turnover.
A diverse teacher workforce at schools improves academic performance, attendance, discipline and sense of belonging for students of color, according to the study. For example, Black students in grades K-3 who have one Black teacher are 13% more likely to graduate from high school and 19% more likely to go to college than their peers who didn’t have a teacher of color.
Too many teacher colleges are failing to produce diverse graduating classes and causing students to lose out, said Heather Peske, NCTQ president.
“We know that a diverse teacher workforce benefits all students, and it especially benefits Black and brown students,” she said. “There’s a lot that we can do right now — on the part of teacher prep programs and states — to reduce the obstacles that particularly discourage Black and brown candidates from coming into the profession and becoming teachers.”
The NCTQ report has three recommendations for state policymakers, schools and teacher colleges to increase workforce diversity: bolstering program enrollment by increasing teacher salaries, providing college stipends and introducing younger students to the education field.
The report said teacher candidates also need more support to earn their certification, such as flexible course schedules and pay for completing required hours in the classroom before graduation. Districts should also improve hiring practices by developing strategies to recruit more school leaders of color, providing mentors to new teachers and improving work culture so educators from historically disadvantaged groups feel welcome, according to the report.
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Teacher preparation programs that include aspects of diversity, equity and inclusion have been the target of the federal government this year. In February, the Trump administration canceled millions of dollars in teacher training funding, a decision that’s still wrapped up in lawsuits involving several states.
Peske said many of the NCTQ recommendations are race-neutral and can help all teacher candidates while improving workforce diversity.
“We really need to focus on the fact that having a diverse teacher workforce means having a high-quality teacher workforce and thinking of practices that can support those goals,” she said.
