Why focus on Teacher Pipeline Programs to improve Teacher Diversity?
There are many pathways—both traditional and nontraditional—that aspiring candidates of color may complete to become a teacher. Traditional preparation programs play a central role in preparing teachers for the workforce. Increasingly, states are turning their attention to building a pipeline of teachers using more nontraditional routes: putting high school students on track to a career in teaching, offering post-college students on-the-job teacher residency programs, and/or investing in registered apprenticeships that combine on-the-job learning with classroom instruction.
State performance on Teacher Pipeline Programs for Teacher Diversity
Many states have created and invested in pathways to recruit teachers, while a smaller proportion are explicitly using these strategies to attract a more diverse workforce.
NCTQ evaluates whether states are effectively using this policy lever by examining whether they foster high school pipeline programs, support grow your own programs, and teacher preparation programs at minority-serving institutions. Explore the key actions below to learn more about how each state is implementing policies to diversify their workforce. (NCTQ does not currently assign rankings to states for this policy area.)
Who stands out?
What are the key actions states should take?
Key Resources
State of the States 2023: Teacher Diversity
Explore NCTQ’s comprehensive scan of state teacher diversity policies.
Teacher Diversity Dashboard
Explore trends and efforts to diversify the teacher workforce both nationwide and in your community.
References
- Marrun, N. A., Rodriguez-Campo, M., Plachowski, T. J., & Clark, C. (2021). Divergent values: A family critical race theory analysis of families of color and their perceptions of teachers and teaching as a profession. Taboo: The Journal of Culture and Education, 20(3), 2. Marrun, N. A., Plachowski, T. J., Mauldin, D. A. R., & Clark, C. (2021). Teachers don’t really encourage it: A critical race theory analysis of high school students’ of color perceptions of the teaching profession. Multicultural Education Review, 13(1), 3-24. Goings, R. B., & Bianco, M. (2016). It’s hard to be who you don’t see: An exploration of Black male high school students’ perspectives on becoming teachers. The Urban Review, 48(4), 628-646.
- Gasman, M., Castro Samayoa, A., & Ginsberg, A. (2016). A rich source for teachers of color and learning: Minority serving institutions. Philadelphia, PA: Penn Center for Minority Serving Institutions.
- Gasman, M., Castro Samayoa, A., & Ginsberg, A. (2016).