Black Students and Educators Could Gain from Department of Education Reform

The education system in the United States is encountering a significant challenge — not just due to teacher shortages, declining test scores, or budget cuts, but from a more profound, systemic concern: the glaring lack of Black male teachers.

This issue transcends policy discussions; it influences the entirety of future American education.

The statistics are alarming. Black males make up only 2% of the teaching workforce, despite over 50% of public-school students identifying as nonwhite.

For these students, the shortage of Black male role models is more than just a gap; it represents a crisis. This issue resonates profoundly with me as a Black male educator in New York.

Studies consistently indicate that the presence of Black male teachers is crucial for the academic achievements of Black students.

A 2021 study conducted by the National Bureau of Economic Research revealed that Black students with at least one Black teacher in elementary school were 13% more likely to enroll in college and 39% less likely to drop out of high school.

These figures pertain to real lives transformed, not abstract concepts.

Frederick Douglass famously stated, “It is easier to build strong children than to repair broken men.”

Black male teachers embody this philosophy, acting as educators, mentors, and stable figures — especially for Black boys who often lack role models who can relate to their experiences.

The journey to becoming a teacher is notably challenging for Black men. The average initial salary for teachers in the U.S. is roughly $41,000, while entry-level roles in IT or engineering can start at $60,000 or higher.

Moreover, Black college graduates typically carry $25,000 more student debt than their white peers, making the teaching profession less financially attractive for Black men.

For those who choose to teach, obstacles persist beyond initial salaries. Research indicates that 50% of new teachers exit the profession within five years, a trend disproportionately affecting Black educators.

This statistic is even more pronounced for Black male teachers due to workplace isolation and lack of support.

In light of these challenges, a program initiated at Clemson University in South Carolina demonstrates that change is attainable.

Call Me MISTER, which stands for Mentors Instructing Students Toward Effective Role Models, was launched in 2004 to tackle the need for Black male teachers.

Since its establishment, Call Me MISTER has expanded to 12 states and placed hundreds of teachers in classrooms across the nation.

What sets Call Me MISTER apart is its holistic approach to teacher recruitment and retention. The program offers scholarships, mentoring, and a support network for Black men pursuing careers in education.

This program not only focuses on bringing Black men into the classroom but also emphasizes retaining them. It shows that when given the necessary resources and support, Black men can significantly enhance the classroom experience and the future of education.

President Trump’s contentious idea of dismantling the Department of Education might seem drastic, yet it raises an important question: Has the federal government adequately addressed the issues confronting Black students and teachers?

For years, federal oversight has failed to bridge achievement gaps, maintain Black educators, and supply targeted support to minority students.

For instance, a 2020 report from Education Week showed that Black students scored on average 20 to 30 points lower on the SAT than their White counterparts.

Additionally, Black students face increased challenges regarding school discipline and access to advanced coursework, further exacerbating the disparities.

Programs like Call Me MISTER, which operate effectively within a state-managed framework, imply that localized solutions can lead to substantial progress.

Eliminating the DOE could empower states to innovate and invest in programs like Call Me MISTER. It could facilitate higher teacher salaries and the strategic allocation of federal funds towards enhancing the recruitment and retention of Black male educators.

Ultimately, if the federal government has been ineffective in addressing teacher shortages and racial inequities, isn’t it time to permit states and local communities to develop their own solutions?

To genuinely address the underachievement of Black students, a transformative shift away from the Department of Education’s bureaucracy towards community-initiated programs that can directly impact our schools is essential.

Without the presence of Black male teachers in classrooms, we are not simply failing Black boys; we are jeopardizing the future of this nation.