Increasing minority representation in the teaching profession through alternative certification: A case study

Data regarding the demographic composition of America's teaching force suggest a serious problem regarding the recruitment and retention of minorities. Nationwide, there is a severe disparity between the number of minority students and the number of minority teachers. In an effort to address this need, a state university in the south, a county public school system, and the Kentucky Department of Education forged a partnership to create an alternative certification program for qualified post‐baccalaureate candidates interested in teaching students who attend elementary schools. The authors of this article describe this program, discuss evaluation data, and suggest implications for those wishing to establish programs with similar goals.