Mentorship is Proven to Improve African American Student Achievement

Since Brown vs. Board of Education, there have been numerous policies, and initiatives developed as possible solutions to disrupt racialized outcomes in public education. From sweeping governmental policies such as No Child Left Behind, to specialized plans to “close the achievement gap”, educators grapple with the best course of action to provide equitable opportunity and outcomes to support Black children in urban and suburban schools. While there is no “silver bullet” to ensure consistent, high quality outcomes for Black children in the educational system, there are proven practices and resources that lend to their academic and social emotional success.

One key to success for Black children in US urban schools is the presence and retention of Black teachers. Anecdotal observations and research studies indicate that Black students who have at least one Black teacher during elementary school increased their likelihood to graduate high school and go on to consider college. Additionally, Black teachers reduce exclusionary discipline, office visits, and dramatically decrease the school-to-prison pipeline. Further research indicates that students of all races benefit from Black teachers.

In a more recent study, Quiocho and Rios (2000) argue that the lived experiences as a person of color in America, lend to Black teachers more readily identifying and addressing bias more consistently than their White counterparts. Even considering these positive outcomes and life impacts for Black children, and ultimately all students, Black teachers roughly make up only 7% of the teaching population, with the number declining each decade.

Mentorship, in all professions, has long proven to both attract and retain talent, promote sustainability, and market the attractiveness of the industry. In education, Black principals prove to provide mentorship, insight and key learnings to Black teachers by cultivating strategic environments and key learnings necessary for both professional success and student academic achievement. They also provide resources and a pipeline to leadership for the continued success and sustainability of support and educate African American children.

Historically, the number one pipeline to increase the pool of Black teachers was, and is, Black principals. Similar to the research on Black teachers, Black principals (both pre and post school integration) demonstrate a unique understanding of African American culture, the needs of the community, and have often navigated both political and practical nuances. Black principals set a foundation of high expectations for both teachers and students, provide leadership and role models for the community, and create a pipeline of qualified teachers and staff. Equally, Black principals provide political and social resources and social justices as they formed associations that acted as buffers against injustices for the school community, and specifically, for teachers of color. (Karpinski, 2006).

Today, current research indicates Black principals not only provide an example of career and political aspirations, they also prepare their communities to navigate in a politically divisive and unsafe society for Black Americans. Their cultural and political leadership provide needed support and advocacy to forage into hostile and often uncaring educational systems. Black principals can serve role models as they reinforce a pipeline representative of the student population. In this role, they bolster morale, advocate, and have intimate knowledge for a thriving school community, and post secondary success.

The decline of teachers, especially post pandemic, provides an opportunity to recruit educators who are committed to racial and educational equity. It is an opportunity to recruit teachers who understand a rising tide lifts all ships, and that when our most historically vulnerable students thrive, all students succeed. Black students demonstrate increased success when taught by Black teachers; and Black principals support the recruitment of Black teachers, and their retention when there is dedicated mentorship.