High-Retention Pathways Into Teaching

• In Event: Retaining Teachers of Color: Major Considerations and Approaches

Abstract

This study reviews major research on the factors that influence retention for teachers of color and synthesizes the arguments for policies to mitigate turnover. Teacher retention is crucial in reducing shortages of all teachers, including teachers of color. The growing body of research on retaining teachers of color indicates that teacher retention is influenced by access to preservice teacher preparation, early career mentorship and professional development, and supportive school teaching conditions.

In terms of preparation, our analysis indicates that alternatively certified teachers are 25% more likely to turn over than their traditionally certified counterparts. In 2013, we find a quarter of all teachers of color had entered teaching through an alternative certification pathway. That is double the share of white teachers who had entered through an alternative certification pathway. The cost of preparation and licensure barriers, including standardized exams, contribute to disparate rates of entry through preservice preparation among teachers of color.

Well-mentored beginning teachers are twice as likely to stay in teaching as those who do not receive mentoring (Ingersoll & Strong 2011). These programs can be particularly beneficial for teachers of color who face several barriers such as inadequate teacher preparation when teachers enter through alternative routes and try to teach while they are in training. Quality mentorship requires highly skilled mentors who understand and can address inequities present within the educational context.

Once teachers of color enter the classroom, the teaching conditions they encounter can discourage them from staying at the same school or even staying in the profession. The lack of resources and increased accountability pressures where teachers of color most often teach likely contributes to their reasons for leaving.

The studies reviewed suggest that state and federal policies can increase access to comprehensive teacher preparation and mentorship so that teachers of color are well-prepared and efficacious when they enter the classroom. In addition, district, state, and federal funding can be dedicated to supporting targeted leadership development so that school leaders are prepared to create nurturing and supportive environments for teachers of color.

This study offers a vital contribution to the literature on teacher retention by highlighting the major contributors to turnover among teachers of color, as well as avenues for addressing these issues. Most of the existing research focuses on one major contributor to turnover. By providing a more comprehensive description of the issue, this study provides the imperative for more comprehensive policy approaches.

Authors

• Desiree Carver-Thomas, Learning Policy Institute

• Maria E. Hyler, Learning Policy Institute

• Linda Darling-Hammond, Learning Policy Institute