February 9th 2024.
In a recent report, the United Negro College Fund (UNCF) delved into the recruitment, curriculum, and co-curricular practices being implemented at Historically Black Colleges and Universities (HBCUs) to strengthen the Black teacher pipeline within public education systems. The 40-page paper, titled "The Heart Work of Hard Work: Black Teacher Pipeline Best Practices at HBCU Teacher Education Programs," highlights the efforts of four participating HBCUs - Huston-Tillotson University, Alabama A&M University, Albany State University, and Fayetteville State University - in producing highly qualified Black teachers.
These four HBCUs are among the top 25 four-year institutions that produce Black college graduates who go on to become teachers in various K-12 education fields. The report emphasizes the significant impact that Black teachers have on the educational development of Black students, serving as role models and improving their overall educational experience. Black teachers have also been shown to have a positive effect on graduation and college enrollment rates, as well as state scores in reading and mathematics, and end-of-year grades.
Keeley Copridge, Ph.D., one of the report's authors and a senior research associate at the Frederick D. Patterson Research Institute at UNCF, stresses the importance of strengthening the Black teacher pipeline to meet the diversification of America's P-12 system. Despite making up only 7% of teachers in the country, Black teachers play a crucial role in providing representation and support for Black students. HBCUs, which account for just 3% of colleges and universities, produce 15% of Black graduates overall and 50% of Black educators, according to the Frederick D. Patterson Research Institute at UNCF and the National Association for Equal Opportunity in Higher Education.
The report also addresses the scarcity of Black teachers in the U.S., citing factors such as desegregation, racism, and standardized testing as contributing to the decline in Black teachers. The report notes that teacher certification exams have also been a barrier for many Black educators, with nearly 100,000 minority educators losing their teaching licenses between the late 1970s and early 1990s. The report suggests that these exams may not be the most effective way to assess the effectiveness of Black teachers.
Nadrea Njoku, Ph.D., assistant vice president at the Frederick D. Patterson Research Institute at UNCF, emphasizes that despite these barriers, Black teachers continue to maintain high expectations for their students to succeed. The research is clear - Black teachers matter. They possess a deep understanding of their students and their lives both inside and outside of the classroom.
In conclusion, the report calls for ongoing research and analysis of culturally responsive curriculum in teacher education programs, as well as an examination of the validity of teacher certification exams and potential barriers that may exclude certain student populations. It also advocates for increased funding for HBCU teacher education programs at both the federal and state levels, and encourages private organizations to partner with HBCUs to support future educators. The report also highlights the need for increased funding resources for HBCU faculty to implement innovative practices and the promotion of non-traditional pathways to becoming an educator. It is clear that HBCUs play a critical role in the Black teacher pipeline, and continued support and investment in these institutions is essential for the success of Black students and the education system as a whole.
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