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The Role of Minority Serving Institutions (MSIs) and Alternative Certification

Our pipeline figures use statistics on teachers of color who come from traditional teacher preparation programs, which includes a sizeable population from MSIs, such as Historically Black Colleges and Universities (HBCUs). A disproportionate number of Black and Hispanic teacher candidates are trained in “alternative” programs–either those based in Institutions of Higher Education or non-IHE based (e.g. Teach for America). Tracking these candidates is empirically challenging (see our brief for more discussion), and as such, we can not include individuals who pursue teacher preparation in these types of programs in our figures. Below, we provide our best guess at the distribution of Black and Hispanic teacher candidates by type of program (Traditional, Alternative IHE-based, Alternative non-IHE based) using Title II data, and whether these programs are HBCUs, non-HBCU MSIs, or neither.

Figure 1. Distribution of Black Teacher Candidates by Type of Program

Figure 2. Distribution of Hispanic Teacher Candidates by Type of Program

These figures suggest that traditional programs make up the majority of completers for both Black and Hispanic teacher candidates, and relatively small shares candidates are completing traditional programs at HBCUs and non-HBCUs contribute to this traditional pathway. That said, about half of Black teacher candidates come from either alternative IHE or non-IHE based programs. Interestingly, the majority of Hispanic teacher candidates in traditional programs are at MSIs, and similarly, alternative IHE-based programs are also mostly at MSIs (by definition, Alternative, non IHE-based programs are not MSIs because they are not affiliated with colleges or universities).