African American Male Educator Pipeline

According to the U.S. Department of Education, less than 2% of U.S. teachers are Black males, despite ethnic and racial minorities representing more than half of the student population in public schools. This disparity highlights the need for greater diversity in teaching, as racial and cultural identities significantly influence classroom dynamics and learning outcomes.

‍

Research underscores the importance of Black male educators, with a Johns Hopkins University study following 100,000 Black students who had at least one Black teacher in primary school. The study found that low-income Black male students with Black teachers were 39% less likely to drop out of high school, showed a 29% increase in interest in attending college, and experienced immediate improvements in grades and test scores.

‍

In response to this need, the Foundation for Tacoma Students launched a pilot for a Black Male Educator Pipeline, aimed at addressing the shortage of Black male educators through two key pathways: 1) from paraprofessional to certified teacher and 2) from non-degreed to paraprofessional.

‍

Key Outcomes and Deliverables:

• Pilot Development: Conducted interviews and infrastructure audits with four institutional partners (Tacoma Community College, Foundation for Tacoma Students, Tacoma Public Schools, and Evergreen College) to design the program's framework.
  
  
• Sustainability and Expansion: Developed a phased expansion strategy based on pilot findings to ensure long-term sustainability, promote adoption, and integrate the program across multiple agencies.
  
  
• Citywide Strategic Plan: Created a comprehensive strategic plan that positions the city government as a key co-steward in institutionalizing the initiative for lasting impact.
  
  
• Fund Development Plan: Formulated a fund development strategy to ensure continued financial support and resource allocation for the program’s growth.
  
  

By addressing the gap in Black male educators, this initiative aims to not only improve student outcomes but also create a more diverse and culturally responsive teaching force in Tacoma’s schools.