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Addressing the Teacher Shortage: The Role of Minority-Serving Institutions

The ongoing teacher shortage in public schools is a pressing issue, particularly in challenging subject areas. Recent assessments indicate a critical gap in staffing that could escalate if not addressed swiftly.

Data from a recent report highlights that nearly 45% of public schools reported being understaffed last year, with a staggering 90% of school districts facing difficulties in hiring educators as the 2023-24 academic year commenced. Alarmingly, the problem is compounded by declining enrollment in teacher-preparation programs, suggesting a systemic issue within the education sector.

The areas hardest hit by these shortages include special education, mathematics, science, and foreign languages. It is worth noting that school districts located in high-poverty areas and those serving predominantly students of color have experienced particularly acute shortages, creating a crisis that demands immediate attention.

A potential solution lies in establishing partnerships between minority-serving institutions and local school districts. These collaborations can significantly enhance the quality of education by ensuring that more students learn from well-qualified, effective teachers.

Such partnerships prove to be more promising than many current strategies that hastily place underqualified individuals in teaching roles. Newly certified educators require comprehensive training to equip them for the demands of the classroom and to ensure that students receive the high-quality education they deserve. My experience as a former dean of a college of education gives me confidence that we can not only increase the number of qualified teachers but also work towards improving teacher diversity.

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Minority-serving institutions include historically Black colleges and universities, Hispanic-serving institutions, tribal colleges and universities, and institutions that serve 25% or more of Asian Americans, Native Americans, and Pacific Islanders.

These institutions have demonstrated their capacity to prepare effective teachers from the outset, focusing on both subject matter expertise and pedagogical strategies. They instill a deep appreciation for diversity and foster collaboration with families and communities, creating inclusive and rigorous educational environments where all students can flourish.

In the 2020-21 academic year, minority-serving institutions contributed to 28% of all education preparation candidates nationally, including over half of all candidates of color, showcasing their importance in addressing educational disparities. Many of these institutions are actively involved in meaningful partnerships with local education systems to enhance teaching and learning opportunities.

A notable example of such collaboration is the partnership between Laredo Independent School District and Texas A&M International University’s Educator Preparation program, which emphasizes high expectations and strategic recruitment to cultivate exceptional local educators.

This collaboration has launched initiatives such as expanded dual credit offerings to improve access to higher education, alongside efforts aimed at fostering career advancement for students within the Laredo ISD. By building trust and working towards a collective vision, this partnership represents a commitment to the quality preparation and success of future educators.

Another example comes from my organization, the Branch Alliance for Educator Diversity (BranchED), which collaborates with the National Teacher Preparation Transformation Center. In North Carolina, we facilitated partnerships between faculty from North Carolina A&T and teachers in Guilford County Schools, demonstrating the efficacy of hands-on collaboration in teacher preparation.

These combined efforts not only better equip novice teachers for classroom realities but also enrich their skill sets ensuring smoother transitions into the profession.

Additionally, numerous teams from minority-serving institutions are leveraging BranchED’s Vacancy Data Tool to synchronize teacher preparation with local district hiring needs. This tool aids in identifying certification areas and enhances targeted recruitment strategies aimed at fulfilling staffing requirements.

Preliminary outcomes from these partnerships are encouraging, leading to discussions on optimizing candidate placement and recruitment strategies to meet district demands. By harnessing the strengths of both educational institutions and local districts, we can further develop initiatives that address community needs effectively.

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Nationally, over 300,000 teaching positions remain unfilled or are occupied by educators lacking full certification. This underscores the urgent need for improved alignment between teacher preparation programs and district staffing requirements.

Through collaborative community initiatives, we can establish a robust pipeline of qualified educators who are prepared to thrive in today’s classrooms, thereby fostering a more inclusive and equitable educational landscape for all students.

Minority-serving institutions are rising to the challenge by actively engaging with their communities to mitigate persistent educational challenges. They are becoming key contributors to the teacher preparation ecosystem, pioneering innovative pathways into the teaching profession.

As we move towards 2025, when students of color will make up nearly half of all college attendees, minority-serving institutions are well-positioned to play a pivotal role in cultivating a high-quality teaching workforce that reflects the diversity of America’s student population.

Cassandra Herring is founder, president and CEO of Branch Alliance for Educator Diversity.

This article explores the teacher shortage and the vital role of minority-serving institutions in addressing these challenges, drawing on insights from The Hechinger Report, a nonprofit organization dedicated to reporting on educational inequality and innovation.

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