[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590229-105":59,"doc-detail-590229-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-black-teacher-pipeline-insights-from-a-state-longitudinal-data-system","The Black Teacher Pipeline: Insights From a State Longitudinal Data System","","The Black Teacher Pipeline analyzes Tennessee longitudinal data across public postsecondary institutions to identify where potential Black educators disproportionately leave the teacher pipeline. Findings show Black and White bachelor’s graduates declare and complete teaching-related majors at similar rates and that newly certified Black college graduates are more likely to be employed in-state. However, Black program completers are far less likely to become licensed, and Black graduate students face lower completion of teaching-related master’s degrees and licenses, despite higher employment among newly certified Black master’s graduates.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-black-teacher-pipeline-insights-from-a-state-longitudinal-data-system/590229/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-black-teacher-pipeline-insights-from-a-state-longitudinal-data-system/590229.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about the teacher pipeline?","Question",{"text":112,"@type":113},"It examines discrete stages in how potential teachers move through the pipeline, focusing on when prospective Black educators drop out.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do bachelor’s pathways compare for Black and White graduates?",{"text":117,"@type":113},"Black and White bachelor’s graduates declare and complete teaching-related majors at similar rates, and newly certified Black graduates are more likely to gain employment in Tennessee.",{"name":119,"@type":110,"acceptedAnswer":120},"Where are the largest disparities identified?",{"text":121,"@type":113},"The largest loss occurs at the end of teacher preparation, where Black undergraduate completers are substantially less likely to become licensed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590229,1792165343,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–26 DOI: 10. 1177/23328584241280917  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nThe Black Teacher Pipeline: Insights From a State Longitudinal  \nData System  \nEmanuele Bardelli  \nSanta Rosa City Schools  \nMatthew Truwit  \nJae Eun Choi  \nMatthew Ronfeldt  \nUniversity of Michigan  \nWe 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 teachingrelated 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.  \nKeywords: diversity, equity, teacher education/development, Black education, descriptive analysis, longitudinal studies  \nEnrollments in teacher certification programs have steadily declined across the United States over the past decade, a particularly troubling trend given that the overall demand for teachers is expected to increase in response to retirementsand attrition (Sutcher et al., 2016). As a result, teacher preparation programs and education leaders are considering new and different ways to recruit and train preservice teachers (PSTs), including, for example, increasing attention to Grow-Your-Own, residency, and other nontraditional programs (Gist, 2019; Guha et al., 2016) . To best direct these efforts at bolstering the teacher workforce, it is critical to understand the present pipeline into teaching and especially the stages at which prospective teachers may drop out.1 Furthermore, with growing evidence of the academic and nonacademic benefits of having teachers of color (ToCs) for all students, and especially for students of color (Blazar, 2021; Cherng & Halpin, 2016; Dee, 2005; Gershenson et al., 2022), it is even more critical to understand where and how we are losing potential ToCs.  \nThere is extensive evidence that ToCs uniquely experience and progress through different stages of the pipeline into teaching, often resulting in systemic racial and ethnic  \ndisparities rooted in the long history of racism and oppression in the United States (see Frank, 2019, for a review of this literature). Carter Andrews et al. (2019) have thus called for deeper investigation into the “challenges associated with racially and ethnically diversifying the teaching workforce”(p. 6), with a specific attention to the push-out and keep-out effects that particular milestones along the pipeline may have on potential ToCs. For example, some have argued that teacher certification requirements screen out potential ToCs interested in teaching by gatekeeping licensure behind tests that have little to do with actual teaching practice (Petchauer, 2012) . At the same time, overall perceptions of and preferences toward the teaching profession may—possibly because of these inequities—differ for ToCs in ways that result in their collective choice to pursue other career fields more often (Christian et al., 2024). Up to this point, mostly qualitative research has examined the unique, a","cbCaibeidROPpYYJ","https://ap.wps.com/l/cbCaibeidROPpYYJ","pdf",1320964,26,"English","# Background and motivation\n## Teacher workforce demand and declining certification enrollments\n## Prior research on challenges for teachers of color\n# Study approach\n## Conceptualizing discrete pipeline stages\n## Two connected pathways into teaching","[{\"question\":\"What does the study examine about the teacher pipeline?\",\"answer\":\"It examines discrete stages in how potential teachers move through the pipeline, focusing on when prospective Black educators drop out.\"},{\"question\":\"How do bachelor’s pathways compare for Black and White graduates?\",\"answer\":\"Black and White bachelor’s graduates declare and complete teaching-related majors at similar rates, and newly certified Black graduates are more likely to gain employment in Tennessee.\"},{\"question\":\"Where are the largest disparities identified?\",\"answer\":\"The largest loss occurs at the end of teacher preparation, where Black undergraduate completers are substantially less likely to become licensed.\"}]","The Black Teacher Pipeline: Insights From a State Longitudinal Data System | PDF",1792069121,66]