The path to more Black educators starts in higher education

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Maryland, like much of the country, is grappling with a persistent educator shortage. The challenge is especially acute in schools serving students of color, where vacancies, turnover and lack of representation too often intersect. At a time when the state is working to strengthen its education-to-workforce pipeline, one truth is hard to ignore: nothing shapes student success more powerfully than an effective teacher who understands their lived experience.

Representation matters. Research consistently shows that when Black students are taught by Black teachers, they experience stronger academic outcomes, higher graduation rates and fewer disciplinary actions.

As someone who attended a historically Black college and university and now works in higher education, I have seen firsthand how visibility and belonging shape educational journeys. This is not a staffing issue or a numbers problem. It is an equity challenge that demands leadership, investment, and accountability from higher education institutions.

I often think back to a conversation I had with my parents when I was young. My father, a former law enforcement officer, believed increased funding for the criminal justice system was essential to maintaining order. My mother, a lifelong educator, argued that if we invested more deeply in the education system, we could prevent many of the problems that later require intervention.

That exchange stayed with me. It reinforced a simple but powerful idea: education is not just another line in the budget. It is one of the most effective tools we have to expand opportunity and strengthen communities.

In Maryland, the educational representation gap mirrors national trends. Students of color make up a majority of enrollment in many districts, yet the teaching workforce remains overwhelmingly white. Data from the National Center for Education Statistics shows that while more than half of public school students nationwide are students of color, roughly 80% of teachers are white. As of the 2024–25 school year, more than seven out of ten Maryland teachers are white, while Black educators represent just over one-fifth of the workforce — far below the share of Black students statewide. Maryland’s diverse student population deserves a workforce that reflects and understands it.

Research by Dr. Joseph Sageman, a postdoctoral researcher at the University of Pennsylvania, helps explain why this matters. In interviews with high school seniors, teachers, and counselors at charter and district-run schools serving predominantly Black students, Sageman found that Black educators play a unique role as role models, culture bearers, and advocates. Students reported feeling more understood, more challenged, and more supported when taught by educators with similar backgrounds.

If Maryland is serious about strengthening its educator pipeline, colleges and universities must play a more intentional role in preparing and supporting future Black educators. That begins with addressing affordability. Rising tuition costs continue to shut too many aspiring teachers out of the profession before they ever reach a classroom. Targeted scholarships, tuition assistance and loan forgiveness programs can make teaching a viable option rather than a financial gamble.

Flexibility matters as well. Many future educators are working adults, parents or career changers who cannot step away from their responsibilities to attend school full time. Online and competency-based programs that allow students to progress at their own pace can open doors that traditional models leave closed. These approaches help ensure talent is not lost simply because life does not fit neatly into a semester schedule.

Access alone, however, is not enough. Retention is just as critical. Too many Black students enter teacher preparation programs only to leave due to a lack of guidance, mentorship, or support. Institutions must invest in advising models that provide consistent, one-on-one support, helping students navigate coursework, balance responsibilities, and stay on track to graduation.

Meeting this moment will require coordination and commitment. State policy must align with institutional practice. Preparation programs must equip educators to serve diverse classrooms. And schools must follow through on promises to support and retain teachers once they enter the profession.

Creating accessible, affordable and equity-centered pathways into teaching is not just supported by data. It is the right thing to do. A diverse teaching workforce reduces bias, broadens cultural understanding, and prepares all students to thrive in an increasingly interconnected world. Every student deserves to see themselves reflected in their teachers. And every aspiring educator of color deserves a clear, supported path to the classroom.

The question is not whether we can afford to invest in this work. It is whether we can afford not to.

Dr. K.L. Allen is the Regional Vice President of the Northeast region at Western Governors University. With nearly two decades of experience in higher education, Dr. Allen focuses on expanding access to affordable, workforce-aligned education and closing opportunity gaps for today’s learners.