Teachers of color disproportionately enter through alternative certification pathways, which predict higher turnover¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? In 2013 a quarter of new teachers of color entered through alternative certification, double the share of White teachers, and candidates of color were 44% more likely to enroll in alternative certification in 2014–15 than in 2008–09. → Carver-Thomas 2018 q2 i? Alternatively certified teachers are 25% more likely to turn over than traditionally certified counterparts, even after controlling for key student, teacher, and school characteristics. → Carver-Thomas 2018 (2)

Evidence¶

Carver-Thomas 2018¶

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession doi:10.54300/559.310

q2 · i? · review · r2

Descriptive analysis reported in the retention and preparation sections, citing Title II Higher Education Act state data showing candidates of color were "44% more likely to enroll in an alternative certification program in 2014–15 than in 2008–09."

"In 2013, a quarter of all new teachers of color entered teaching through an alternative certification pathway. That is double the share of White teachers who entered through an alternative certification pathway."

Carver-Thomas 2018 (2)¶

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession. doi:10.54300/559.310

q2 · i? · review · r2

The review reports this controlled finding in the retention section, alongside evidence that teachers with the least comprehensive preparation are two to three times more likely to leave than the most prepared candidates.

"Recent evidence also shows that alternatively certified teachers are 25% more likely to turn over than their traditionally certified counterparts, even after controlling for key student, teacher, and school characteristics."

Discussion¶

Related Claims¶

• Alternatively certified teachers are 25% more likely to leave their schools and the profession, controlling for other factors — related
• Teachers of color were nearly twice as likely as White teachers to have entered teaching through an alternative certification route in 2020–21 — possibly the same claim (merge candidate)
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — related
• Alternative and traditionally certified teachers were similar on academic credentials but differed in race, education major, concurrent coursework, and first-year mentoring — related
• Residencies recruit a more diverse teacher workforce than typical entry pathways — related
• Turnover is about 70% higher in schools serving the most students of color, with even larger gaps for math/science, special education, and alternatively certified teachers — related
• Between 2020–21 and 2021–22, 15.1% of U.S. public school teachers moved schools or left the profession, and turnover is now about 20% higher than in 1992 — related
• Alternative-route teacher certification enrollment has grown rapidly nationally and in Michigan, where just over 40% of candidates were in alternative programs by 2023 — related
• All students, regardless of race or ethnicity, benefit socially, emotionally, and academically from a diverse teacher workforce, while teachers of color experience burnout and leave the profession at higher rates than their White peers — related
• Teachers of color now leave the workforce at a higher rate than White teachers, reversing late-1990s parity — related
• National Board Certification candidates more than tripled after the 2022 incentive program began, with a fourfold jump in high-need schools from 415 to 1,764 — related
• Less positive school organizational conditions account for the higher minority teacher turnover rate; once conditions are controlled, the minority-nonminority turnover difference becomes statistically insignificant — related
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation — related
• Teacher diversity benefits all students regardless of race or ethnicity, while only about 20% of U.S. teachers are of color — related
• Tennessee's educator diversity efforts leave two recruitment pathways unfunded: minority serving institutions and teacher academies/dual enrollment — related
• UCLA's IMPACT early childhood pathway prepared 50 fully licensed teachers across four cohorts, with 87% retained in the district for at least 3 years — related
• Teachers of color disproportionately teach in schools serving more than 75% students of color and more than 75% students from low-income families — related
• Teacher residency programs enroll a more diverse candidate pool than traditional preparation programs, per a national comparison for 2016–17. — related
• Few teachers receive regular mentoring, and early-career teachers of color report less access to mentoring and induction than White peers — related
• Multiple workforce factors contributed to the growth of alternative teacher certification programs — related
• Teachers of color are more likely than White teachers to intend to leave teaching and to actually leave the profession — related
• Effective, supportive principals retain teachers, with the largest effects in high-need schools — related
• Alternative certification programs grew to account for about one-third of all new teachers certified annually in the United States — related