Study Finds Over 40% of Teacher-Prep Programs Produce Less Diverse Graduates — Calls for Rapid Reform

A new analysis from the National Council on Teacher Quality (NCTQ) shows that many U.S. teacher preparation programs are not producing enough educators of color to keep pace with the nation’s changing population — and that more than 40% of programs graduate cohorts that are less diverse than their state teacher workforces.

The NCTQ reviewed 1,526 teacher preparation programs covering the 2018–19 through 2022–23 academic years. The study finds that while roughly one-third of working-age U.S. adults identify with historically disadvantaged racial groups (including Black, Native American and Hispanic populations), only about 21% of teachers do. This gap persists in many states: for example, historically disadvantaged groups make up roughly 21% of teachers in Alabama but only 16% of graduates from state preparation programs; in Washington, D.C., the existing teacher workforce is 69% people of color, while local program graduates were just 32% people of color.

Why this matters

Research consistently links a diverse teacher workforce to improved student outcomes, including higher academic performance, better attendance and discipline, and a stronger sense of belonging for students of color. The report highlights evidence that Black students in grades K–3 who have at least one Black teacher are 13% more likely to graduate high school and 19% more likely to attend college than similar students without a teacher of color.

Pathways and tradeoffs

The report notes that some of the most racially and ethnically diverse entry routes into teaching are alternative certification pathways run by companies or nonprofits. However, prior research suggests those pathways can be associated with lower entry standards and higher teacher turnover compared with some traditional programs, creating a tradeoff between short-term diversity gains and long-term retention and quality.

“Too many teacher colleges are failing to produce diverse graduating classes and students are losing out,” said Heather Peske, president of the NCTQ. “There is a lot we can do right now — by teacher prep programs and states — to reduce the barriers that particularly discourage Black and brown candidates from entering and completing teacher preparation.”

Recommendations

To increase and retain a diverse educator workforce, the NCTQ report recommends actions for states, districts and preparation programs, including:

• Raise teacher pay and expand program enrollment through targeted stipends and financial supports.
• Introduce younger students to teaching as a career to broaden the candidate pipeline.
• Provide practical supports for candidates pursuing certification, such as flexible course schedules and payment for required classroom hours completed before graduation.
• Improve district hiring and retention practices by recruiting and promoting more school leaders of color, assigning mentors to new teachers, and building workplace cultures that welcome and retain educators from historically disadvantaged groups.

The report also notes that some programs addressing diversity, equity and inclusion have faced federal scrutiny; in February, federal officials canceled millions in teacher training funding, a decision that remains tied up in legal challenges in several states. The NCTQ emphasizes that many of its recommendations are race-neutral and intended to raise quality and access for all candidates while improving workforce diversity.

Taken together, the findings suggest that boosting educator diversity will require coordinated policy changes, funding, and intentional program design to both recruit and keep teachers of color in the profession.