TEACHER PREPARATION PROGRAMS: IN KANSAS AND MISSOURI

In the United States, students of color account for more than 45% of the P–12 population, but only 17.5% of teachers are people of color (American Association of Colleges for Teacher Education, 2013). Despite efforts to diversify the profession, teachers of color remain underrepresented. The research in this report demonstrates that the current pipeline of aspiring educators of color is insufficient to increase educators of color anytime soon. This report offers recommendations for recruiting a more diverse cohort of candidates of color and retaining them through graduation. Our work continues. It is imperative that, collectively, we encourage students of color to pursue careers in education. Representation is critical to improving educational outcomes.

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WE BELIEVE THAT REPRESENTATION MATTERS

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WHY ARE TEACHER PREPARATION PROGRAMS (TPP) IMPORTANT?

Since the passage of Title II of the Higher Education Act in 2008, teacher preparation programs are required to report to states enrollment and graduation data for their students. The U.S. Department of Education collects the state data and releases it to the public on an annual basis. The purpose of Title II is to ensure states are adequately recruiting and preparing teachers to meet the workforce needs of schools (U.S. Department of Education, 2016).

In the Title II database, teacher preparation programs are organized by academic year (2018 = 2017-2018 AY) and by program type: 1) traditional four- or five-year degree programs, 2) alternative institutes of higher education (IHE)-based programs which includes certification programs for individuals who already have a bachelor’s degree, and 3) alternative non-IHE based which includes certification programs not tied to an IHE. This report utilizes these categories to describe the growth of programs in Kansas and Missouri.

To interact with the data, and see more details on specific student enrollment based on demographic within Kansas & Missouri, view the interactive maps below.

“Students of Color” includes Latinx, Black/African American, Asian, Native American or American Indian, Hawaiian or Pacific Islander, and Multiracial.

VIEW THE INTERACTIVE MAPS
Graph of Missouri Enrollment data
Graph of Missouri Enrollment data
Graph of Kansas Enrollment data
Graph of Kansas Enrollment data

THANK YOU TO OUR RESEARCH PARTNERS

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WHAT HAVE WE LEARNED

The purpose of this study was to better understand the enrollment and completion rates of students of color in teacher preparation programs in Kansas and Missouri. Using 2014-2018 Title II data, we examined each state’s progress toward recruiting and graduating students from their traditional and alternative certification programs.

  • Across Kansas and Missouri, there are 81 teacher preparation programs with a total enrollment of 13,656 students.
  • The vast majority of students in Kansas are White (84%) and attend traditional teacher preparation programs (89%). In Missouri, the majority of students are also White (90%) and attend traditional teacher preparation programs (84%).
  • Findings from this study echo findings from the national research on the enrollment and completion trends for students of color. 
  • Neither Kansas nor Missouri is making much headway in recruiting more Latinx or Black/African American students.
  • Across the 81 teacher preparation programs, students of color made up only 12% of the population.

  • Without intentional coordinated strategies and downstream efforts to expand the teacher pipeline, the mismatch between student and teacher populations will continue to grow.

WHAT's NEXT?

Recruit a more diverse cohort of teachers through partnerships, mentoring, & financial support.

Retain candidates of color through graduation through mentoring and racially diverse programs and placements.

Expand the numbers of teachers of color enrolled in teacher preparation programs to support the pipeline.

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PARTNERS