We are continuing to work with colleagues to propose to the incoming Biden administration a plan to fund tutors to elementary and secondary schools to work with students who are far behind in reading or math. Today, I wanted to expand on one aspect of our proposal.
As it currently stands, we are proposing that the federal government provide Title I schools with funds to hire tutors, who will be required to have a college degree and experience with children. If this proposal becomes reality, it would include a plan to help schools identify particularly effective tutors and offer them a rapid path to teacher certification.
One assumption behind this part of our proposal is that most tutors will be recent college graduates who do not have teaching certificates, most probably majoring in something other than education. Many of the tutors are sure to discover the joys of teaching. At the same time, school leaders are sure to notice that many of their tutors are doing an exceptional job. Our proposal is simply to facilitate a process in which excellent, successful tutors can become teachers.
There are several important advantages to schools and to society of this new source of teacher candidates. First, tutors would be concentrated in high-poverty inner-city or distant rural Title I schools. Such schools typically have difficulty recruiting top candidates. Often, the top candidates they do get are from the local area, often graduates of the very schools in which they hope to teach. We have noticed that tutor applicants (with college degrees) usually come from the local area.
Second, schools often struggle to find as many minority candidates as they would like. Tutors, in our experience, better represent the demographics of their schools than do teachers. Among the many college-graduate applications we typically get to work in Baltimore, about 80% are Black, and about 80% of hires have also been Black. This matches the percent Black of Baltimore City Public Schools students, but not of its teachers, 40% of whom are Black. If our Baltimore experience is typical, hiring tutors and then encouraging and supporting them to go for a teaching certificate may be one way to bring talented Black teachers into teaching.
We have seen a similar dynamic in majority-Hispanic districts and in rural districts. Local tutors with a strong tie to a local area, who have demonstrated their skills as tutors, may be an ideal group from which to recruit applicants whose commitment to teaching in that place is strong, and likely to be lifelong.
Many years ago, we were working on a study of our Success for All program in Baltimore, and in one inner-city school we noticed an extraordinary Black teacher. We got to know her, and discovered that she grew up near the school she taught in, and attended that very school. As a teacher, she could have chosen to live almost anywhere, but she chose to live in the house she grew up in, in an inner-city neighborhood. This was where she wanted to teach, where she wanted to make her contribution to her community. We’ve encountered many amazing teachers in rural places who are also teaching in the schools they attended. I cannot say exactly how this part of our tutoring plan will be accomplished, or what its effects might be on the teaching staffs of high-poverty schools. But bringing local college graduates into local schools as tutors and then helping the best of them to become teachers would be an important additional outcome of our National Tutoring Corps plan.
Photo credit: Shenandoah University Office of Marketing and Communications, CC BY-SA 3.0 <https://creativecommons.org/licenses/by-sa/3.0>, via Wikimedia Commons
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