Educator Diversity State Profile: Michigan
Michigan Demographic Data (2018-19)
Student Data Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), 2017-18.
Teacher Data Source: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), 2017-18.
| Race/ethnicity | Students | Teachers |
| Asian | 3.5% | 0.8% |
| Black | 17.6% | 7% |
| Latino | 8.2% | 1.2% |
| Multiracial | 4.3% | 0.3% |
| American Indian / Alaska Native | 0.6% | 0.3% |
| Native Hawaiian / Pacific Islander | 0.1% | 0.1% |
| White | 65.8% | 90.3% |
| Total Percentage of People of Color | 34.2% | 9.7% |
1. The data was pulled from K-12 public schools in the state, 2. K-12 classroom teacher full-time equivalents, 3. People of color describes people who identify as
Asian, Black, Latino, multiracial, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander
| Schools With No Teachers of Color | 48.6% |
| Percentage of All Students in Schools with No Teachers of Color | 39.7% |
To examine whether students have access to diverse teachers in their schools, we analyzed school-level data on teacher and student race and ethnicity. Below are state-level findings regarding students’ access to teachers of color and same-race teachers as well as the prevalence of teachers in schools with no other same-race colleagues. For district-level data, please visit this state’s page at https://edtrust.org/educator-diversity/.
| State Teacher Diversity Data | |||||||
| Asian | Black | Latino | Multiracial | American Indian/ Alaska Native | Native Haw./ Pac. Islander | White | |
| Percent of students attending schools with no teachers of color | 25.8% | 11.3% | 31.5% | 37.5% | * | * | 49.2% |
| Percent of students attending schools with no same-race teachers | 49.1% | 18.2% | 52.5% | 89.3% | * | * | 0.0% |
| Percent of students attending schools with <5% same-race teachers | 9.4% | 67.9% | 18.3% | 1.1% | * | * | 100% |
| Percent of teachers working in schools with no other same-race teacher | 50.6% | 5.3% | 48.2% | 64.2% | 65.9% | 67.6% | 0.0% |
| *Too few students or teachers | |||||||
Access to Non-Novice Teachers in Michigan
Research shows students of color and students from low-income backgrounds are more likely to attend schools with greater numbers of novice teachers than their peers. While new teachers bring energy and passion into their classrooms and schools, teachers face a steep learning curve in their first few years of teaching. Schools with high turnover and a “revolving door” of new teachers can deeply affect student learning.
Here is the state of Black and Latino student access to non-novice and certified teachers in Michigan:
| Disparities between schools serving the most and fewest Black students | |||||||
| Schools Serving the Most Black Students | Schools Serving the Fewest Black Students | ||||||
| Percent Novice Teachers | 13% | 8% | |||||
| Percent First-Year Teachers | 6% | 4% | |||||
| Disparities between schools serving the most and fewest Latino students | |||||||
| Schools Serving the Most Latino Students | Schools Serving the Fewest Latino Students | ||||||
| Percent Novice Teachers | 10% | 10% | |||||
| Percent First-Year Teachers | 5% | 5% | |||||
| Disparities between Black and Non-Black Students | |||||||
| Black Students | Non-Black Students | ||||||
| Percent of Students in schools with High (>20%) percentages of Novice Teachers | 18% | 8% | |||||
| Percent of Students in schools with High (>20%) percentages of Uncertified Teachers | 2% | >1% | |||||
| Disparities between Latino and Non-Latino Students | |||||||
| Latino Students | Non-Latino Students | ||||||
| Percent of Students in schools with High (>20%) percentages of Novice Teachers | 12% | 10% | |||||
| Percent of Students in schools with High (>20%) percentages of Uncertified Teachers | 3% | 2% | |||||
To move from highlighting these inequities to proactively addressing them, see the Roadmap for State Success in our reports Getting Black Students Access to Non-Novice and Certified Teachers and Getting Latino Students Access to Non-Novice and Certified Teachers
Policy Scan
To increase the racial diversity of the educator workforce, states must create the right policy conditions to support educator preparation programs, districts, and schools in their efforts to prepare, recruit, and retain teachers of color. The following describes the state’s progress toward creating those policy conditions:
RATING SCALE
Goals
- Make educator diversity data visible and actionable to stakeholders
- Set clear goals at the state and district level to increase student access to diverse educators
- Invest in educator preparation programs to increase enrollment and improve the preparation of teachers of color
- Target resources to districts and schools to support efforts that intentionally recruit and hire a diverse teaching workforce
- Invest in efforts to retain teachers of color that improve working conditions and provide opportunities for personal and professional growth
- Use federal COVID-related relief funds to invest in strategies that increase the racial diversity of the educator workforce
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SHOWS IMPROVEMENT
1: Make Educator Diversity Data Visible and Actionable to StakeholdersFor states to make progress toward increasing the racial diversity of the educator workforce, all stakeholders must have access to useful and timely educator workforce data to set goals and chart a path forward. As keepers of state data systems, state education agencies are best positioned to collect and share this data, which should be publicly available and easily accessible so stakeholders can make targeted, strategic workforce decisions at the school, district, and state level. For data to be meaningful, states must: |
Michigan posts state-level data on the retention rates of educators of color on the state website.
However, the state should include data on the retention rates of educators of color through a dashboard, on individual school reports cards, or through a state-developed report that analyzes the retention rates of educators of color. For an example, see Delaware’s educator mobility data dashboard.
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MEETS ALL OR MOST OF THE REQUIREMENTS
2: Set clear goals at the state and district level to increase student access to diverse educators |
Michigan has a clear goal and associated metrics for increasing the racial diversity of the educator workforce published on its state website .
For another example of green, see Arkansas’ goal to increase the number of minority teachers in public schools by 25% in 2025 .
Michigan’s Top 10 Strategic Education Plan was developed through stakeholder input and support, including: 1) nearly 50 interviews and focus groups with State Board of Education (SBE) members, education partners, stakeholders, legislators, tribal partners, and Michigan Department of Education (MDE) Staff; 2) almost 12,000 survey responses; 3) several SBE presentations; and 4) numerous stakeholder discussions. The approved 2020 plan includes a goal to increase the numbers of certified teachers in areas of shortage, and initiatives related to increase racial diversity of the workforce are an essential component of achieving their goal.
Therefore, the state received a green in this category.
Michigan provides guidance for partnerships through Grow Your Own programs for districts and preparation programs. In 2022, Michigan also used $1 million in state funds to go toward its first Grow Your Own grant.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see New Jersey’s Diversifying the Teacher Pipeline Competitive Grant Program for educator preparation programs to expand and develop plans to recruit and prepare more educators of color to meet the needs of partnering with local education agencies (LEAs).
Michigan established the Diverse Educator Advisory Group in 2021 to provide recommendations for changes to educator workforce policy. The results of this group’s work are currently being reviewed by department staff. MDE has also hired a director of diversity, equity, and inclusion, who is responsible for developing and supporting internal and external efforts and strategies that foster greater fairness and inclusion in the state’s public schools.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Ohio’s Diversifying the Education Profession in Ohio Taskforce brief from fall 2018.
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MEETS SOME OF THE REQUIREMENTS
3: Invest in educator preparation programs to increase enrollment and improve the preparation of teachers of colorStates must invest in multiple inputs toward building an educator pipeline to increase the racial diversity of the workforce, starting with the preparation of educators of color. The state must create opportunities for educators of color to enroll and succeed in preparation programs and limit unnecessary barriers to the profession. To support the preparation of teachers of color, the state must: |
Michigan does not invest in scholarships and/or loan-forgiveness programs to attract students of color into teacher preparation programs.
The state should invest in scholarships and/or loan-forgiveness programs that target students of color. For an example, see Florida’s Minority Teacher Education Scholars Program .
Michigan requires that all educator preparation providers earn and maintain national accreditation through the Council for Accreditation of Educator Preparation (CAEP) . Component 1 of CAEP Standard 3, on Candidate Recruitment, Progression, and Support, states: “The provider presents goals and progress evidence for recruitment of high-quality candidates from a broad range of backgrounds and diverse populations that align with their mission. The provider demonstrates efforts to know and address state, national, regional, or local needs for hard-to-staff schools and shortage fields. The goals and evidence should address progress toward a candidate pool which reflects the diversity of America’s P-12 students.” Providers must demonstrate that their programs meet this standard to become accredited.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Alabama’s program approval standards .
Michigan reviewed the licensure process and determined that the basic skills test/SAT required for Michigan teaching certification served as a gatekeeper for candidates entering preparation programs and disproportionately excluded people of color from preparation programs. Instead, a rigorous content- and/or grade-level certification test was deemed sufficient to ensure a candidate’s readiness to enter the profession. The MDE worked with the Michigan legislature in 2018 to repeal the requirement for passage of a basic skills test prior to student teaching. Additionally, all Michigan Test for Teacher Certification materials, including test frameworks, questions, and performance data, are subjected to a rigorous bias-review process.
Therefore, the state earned a green in this category.
Michigan does not invest in teacher preparation programs that prepare a high number of candidates of color.
The state should invest in supports and incentives for programs that prepare a high number of teachers of color, including MSIs, to grow their efforts to recruit and graduate more teachers of color. For an example, see Virginia’s increased investment in local historically Black colleges and universities (HBCUs) , which prepare teachers of color to work in STEM fields.
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MEETS ALL OR MOST OF THE REQUIREMENTS
4: Target resources to districts and schools to support efforts to intentionally recruit and hire a diverse teaching workforceMany districts and schools across the country struggle to recruit and hire a more diverse teaching workforce using traditional methods. States play an important role in targeting resources toward these districts and schools to help develop initiatives that increase the racial diversity of the workforce. Research-based strategies that states should take to target resources toward these districts and schools include: |
Michigan has provided grants to districts for covering tuition and expenses for GYO programs for school staff, with an emphasis on recruiting educators from a diverse background.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Texas’ Grow Your Own grant program.
Michigan’s state legislature appropriated funds in the 2018-19 budget to establish a teacher recruitment program that provides resources and programming to high school students who are interested in teaching and who are members of underrepresented groups in the teaching profession.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Oregon’s Minority Educator Pipeline Models Grant , which provides funds to school districts and postsecondary institutions to create collaborative processes, including a high school cadet program to recruit future educators who are culturally and linguistically diverse.
Michigan has invested in the approval of two new alternative route programs, which are designed as partnerships between districts and teacher preparation programming to ensure targeted hiring of teachers of color.
However, the state should invest in partnerships between districts and teacher preparation programs with the focus of attracting candidates of color to diversify the educator workforce. For an example, see New York’s Teacher Diversity Pipeline Pilot program , which funds partnerships between districts, preparation programs, and other entities to assist teacher aides and teaching assistants in obtaining teacher certifications.
Michigan does not invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions.
The state should invest in diversifying the educator workforce in areas that influence hiring and recruitment decisions, including the education leaders at teacher preparation programs, district leadership, and school leadership. For an example, see Massachusetts’ investment in diversifying the superintendent pipeline .
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SHOWS IMPROVEMENT
5: Invest in efforts to retain teachers of color including improving working conditions and providing opportunities for personal and professional growth for teachers of colorWhile many states have invested heavily in efforts to recruit teachers of color, these efforts are compromised when districts and schools have difficulty retaining teachers of color. States can improve retention of teachers of color by investing in programming that provides ongoing support and growth opportunities and improves poor working conditions that disproportionately affect teachers of color. Strategies that states should take to retain teachers of color include: |
Michigan uses Title II, Part A funds to expand residency programs in the state consistent with its ESSA state plan.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see California’s investment in residency programs to recruit, develop support systems for, provide outreach and communication strategies to, and retain a diverse teacher workforce.
In 2021, Michigan provided grant funds that supported the development of high-quality professional development enhancing the experiences of teachers of color, and resources and materials designed to support and retain a diverse professional workforce.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Massachusetts’ investment in diversifying the superintendent pipeline.
Michigan provides a three-year induction and mentoring program for new teachers.
Therefore, the state earned a green in this category. For another example of a state that earned a green, see Minnesota’s $6 million investment in 2022 and 2023 for districts to develop mentorship programs that prioritize teachers of color.
Michigan posted guidance on social justice and anti-racist teaching and curriculum on their state website for classroom teachers.
Therefore, the state earned a yellow in this category.
6: Use federal COVID-related relief funds to invest in strategies to increase the racial diversity of the educator workforce.Through the American Rescue Plan (ARP), the federal government has invested $190 billion to support state and local efforts to provide high-quality instruction during the COVID-19 pandemic. Some of this money can — and should — be utilized to fund efforts to increase the racial diversity of the educator workforce through short- and long-term solutions. Each state submitted an ARP plan to invest funding to address several issues, including building strong and diverse workforces, and many states have used ESSER funds and other federal sources to invest in strategies to increase the diversity of the workforce. The information below represents the state’s effort to invest in teacher diversity strategies since March 2021: |
In the Michigan state ARP plan, the SEA wrote that it had recently approved two LEA-based alternative routes to teacher certification in Detroit that are designed to recruit, train, and retain high quality educators, particularly teachers of color and male teachers of color. The state has also recently approved several new expedited educator preparation programs with residency models. It also has invested in providing an opportunity for districts to reflect diverse communities by way of the development of both high-quality, replicable professional development that enhances the experiences of teachers of color and replicable resources and materials designed to support and retain a diverse professional workforce. The expectation is that the programs will be “scaled for statewide implementation to increase the recruitment and retention of educators of color”
.
No other investments to note or the state education agency did not respond to questions about investments.
Other Federal Investments to Note:
Michigan has used Title IIA funding to invest in Grow Your Own programs for school staff and students in grades 6-12 who aspire to be teachers, with an emphasis on recruiting educators from a diverse background.
Alternative routes to special education endorsements have also been developed and communicated to the field.
TAPPING INTO THE AFTER-SCHOOL PIPELINE
One underutilized strategy for increasing the racial diversity of the teacher workforce is to recruit and prepare those who have experience working in after-school or out-of-school time (OST) programs to enter the teaching profession. State policymakers can adopt policies to build this potentially high-leverage pipeline of teachers of color into the profession. To do so effectively, they must not only increase targeted recruitment of after-school/OST staff but also structure programming to draw upon this group’s experiences while they’re enrolled in preparation programs.
Here are three ways to build an after-school pipeline:
1. Allocate resources to establish and strengthen recruitment relationships between nontraditional teacher preparation programs and after-school/OST service providers.
State Actions:
Provide funding, guidance, and support for Grow Your Own (GYO) programs, which traditionally attract candidates of color
- Michigan has provided grants to districts for covering tuition and expenses for Grow Your Own programs for school staff, with an emphasis on recruiting educators from a diverse background
Investment in partnerships between districts and teacher preparation programs, particularly minority serving institutions, to ensure targeted hiring
- Michigan has invested in the approval of two new alternative route programs which are designed as partnerships between districts and teacher preparation programming to ensure targeted hiring of teachers of color.
2. Increase investments in scholarships, loan forgiveness opportunities, and tuition reimbursements for teacher candidates with after-school/OST experience, with a particular focus on candidates of color and participants in
GYO programs.
State Actions:
Investment in scholarship and loan forgiveness programs to attract students of color into teacher preparation programs
- Michigan does not invest in scholarships and/or loan forgiveness programs to attract students of color into teacher preparation programs.
3. Adopt statewide guidelines and invest in supports for nontraditional teacher preparation pathways that include teacher licensure test preparation, and at least one year of mentor teacher support and coaching before
participants enter the classroom as teachers of record.
State Actions:
Adopted rigorous program approval standards for teacher preparation programs to recruit and graduate candidates
- Michigan requires that all educator preparation providers earn and maintain national accreditation through the Council for Accreditation of Educator Preparation (CAEP). Component 1 of CAEP Standard 3, on Candidate Recruitment, Progression, and Support, states “The provider presents goals and progress evidence for recruitment of high-quality candidates from a broad range of backgrounds and diverse populations that align with their mission. The provider demonstrates efforts to know and address state, national, regional, or local needs for hard-to-staff schools and shortage fields. The goals and evidence should address progress towards a candidate pool which reflects the diversity of America’s P-12 students.” Providers must demonstrate that their programs meet this standard to become accredited.