The Black teacher pipeline: Insights from a state longitudinal data system

Principal Investigator(s):  View help for Principal Investigator(s) Emanuele Bardelli , Santa Rosa City Schools; Matthew Truwit, University of Michigan; Jae Eun Choi; Matthew Ronfeldt, University of Michigan

Version:  View help for Version V1

Name File Type Size Last Modified
READ_ME_FIRST .docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 15 KB 08/12/2024 08:29:AM
black_teachear_pipeline_analysis.do text/plain 17.3 KB 08/12/2024 07:47:AM
black_teacher_pipeline_build.do text/plain 26.5 KB 08/12/2024 08:16:AM

Project Citation: 

Bardelli , Emanuele, Truwit, Matthew, Choi, Jae Eun, and Ronfeldt, Matthew. The Black teacher pipeline: Insights from a state longitudinal data system. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-08-12. https://doi.org/10.3886/E208461V1

Project Description

Summary:  View help for Summary We use longitudinal data across public postsecondary institutions in Tennessee to examine the stages at which potential Black educators disproportionately exit the teacher pipeline. Black and White bachelor’s graduates declare and complete teaching-related majors at similar rates, suggesting comparable levels of initial interest in teaching careers; moreover, newly certified Black college graduates are more likely than their White peers to gain employment in the state. However, in between those points, Black undergraduate program completers are substantially less likely to become licensed. Additionally, Black graduate students are less likely to complete master’s degrees in teaching-related majors and receive teaching licenses, though newly certified Black master’s graduates are again more likely to gain employment than their White peers. These results suggest that the largest loss of potential Black teachers occurs at the end of teacher preparation, which can be explained partially but not fully by inequities in certification exam passage rates.
Funding Sources:  View help for Funding Sources United States Department of Education. Institute of Education Sciences (R305A220054); United States Department of Education. Institute of Education Sciences (R305B150012); United States Department of Education. Institute of Education Sciences (R305B200011)

Scope of Project

Geographic Coverage:  View help for Geographic Coverage Tennessee State
Time Period(s):  View help for Time Period(s) 2002 – 2016


Related Publications

Download this project

Published Versions

V1 [2024-08-12]

Export Metadata

Dublin Core

DDI 2.5

Report a Problem

Found a serious problem with the data, such as disclosure risk or copyrighted content? Let us know.

This material is distributed exactly as it arrived from the data depositor. ICPSR has not checked or processed this material. Users should consult the investigator(s) if further information is desired.