High School Teacher Academies Work. But There’s a Break in the Pipeline

A new Education Week article examines research on teacher academies and the barriers that can prevent prospective teachers, particularly students of color, from making it from high school education courses into the teaching field.

David Blazar, associate professor, offers district leaders recommendations to build a strong pipeline into the classroom. “These [students] are signing up to work with children; they’re hungry to do the work of teaching,” he says. Engaging them in hands-on teaching experiences “much, much earlier” in an education sequence rather than leaving it as a capstone experience in later courses … “seems to be the mechanism for program retention,” he adds.  

Read the full article.