Black Men Teach (MN): Can We Know More?

I believe it is important to explore the sources of support and resources available to us. I am confident that many Black teachers and administrators would be willing to contribute $50 a month to the BMT, provided there is a clear and transparent approach that fosters trust, accountability, and responsibility through the use of data. My focus is not on personal grievances but rather on promoting positive outcomes, as I have a deep understanding of the systems in which we operate.

By Don Allen, Ed.S., M.A. Ed., MAT - Doctoral Candidate - Research Scientist

As a Black male teacher in Minnesota, I am particularly concerned with efforts to grow the number of Black male teachers in Minnesota classrooms. Black Men Teach (BMT), a nonprofit group, has drawn attention for its work to recruit, prepare, place, and retain Black male elementary school teachers in Minnesota. While the aims of the organization are commendable, there is an immediate need for greater transparency regarding its activities and results. To name but a few, detailed information on sources of funding, teacher placement rates, university affiliations, academic achievements of participants, and retention rates is nowhere to be found.

Funding Sources and Allocation - BMT has received its funding from both private and public sources. Senate File 2241 was also sponsored by the Minnesota Legislature in 2023 with a view to offering a grant to BMT in order to create partnerships with elementary schools with a vision of increasing Black male teachers to 20% at each partner school (Minnesota Legislature, 2023). The Minneapolis Foundation also gave $35,000 to BMT to fund its initiative (Minneapolis Foundation, 2023). Despite these investments, some data on the total funding raised, how the funds were spent, and measurable outcomes derived remain unavailable to the public.

Teacher Placement and Retention - BMT's goal is to increase the number of Black male educators in Minnesota elementary schools. But publicly available data on the number of instructors who completed the program, where they are placed in schools, and at what levels they remain employed are limited. According to the Minnesota Legislative Reference Library, BMT has grown to serve 60 Black male high school juniors and seniors, nearly doubling the number from the prior year (Minnesota Legislative Reference Library, 2024). While this indicates improvement in recruitment, information on the number of participants who become teachers and how long they stay in the profession is not available.

University Partnerships and Academic Success - University partnerships are critical to the preparation and certification of prospective teachers. BMT has purportedly partnered with universities to support its fellows, but no data are available regarding these partnerships, including the universities involved, the nature of the partnerships, and BMT fellows' academic success. Understanding the average GPA of BMT program participants and the support systems that sustain them would provide information on the competence of the program in preparing suitable teachers.

Employment Practices and School Districts—Determining the school districts that hired BMT program participants is required in order to determine the program's impact on Minnesota's teaching labor force diversification. Though BMT aims to place teachers in other districts, specific information about which districts have implemented this program, how many teachers were placed, and their job positions within these schools is not public information. Such information would be beneficial in evaluating the coverage extent of the program and its achievement of its placement targets. By fostering an environment of openness and accountability, BMT can enhance its impact and truly make a difference in the lives of Black male educators and the students they serve.

The Black male teacher underrepresentation in Minnesota is a critical issue, with Black men making up only 0.5% of all K-12 Minnesota teachers (Black Men Teach, n.d.). Programs such as BMT are essential to addressing this inequality. For stakeholders to embrace and have confidence in the program, though, transparency must be prioritized by BMT through comprehensive reporting about funding use, program success, participant academic achievement, and retention rates. Such accountability will not only increase the credibility of the organization but also ensure that efforts to diversify Minnesota's teaching force are effective and sustainable.

                                                              References

Black Men Teach. (n.d.). Stat sheet. https://www.blackmenteach.org/stat-sheet

Minnesota Legislature. (2023). Senate File 2241: Black Men Teach Twin Cities program grant authorization and appropriation. https://www.revisor.mn.gov/bills/text.php?number=SF2241&session=ls93&session_number=0&session_year=2023&version=0

Minnesota Legislative Reference Library. (2024). BMT pipeline of pre-service and in-service teachers. https://www.lrl.mn.gov/docs/2025/mandated/250391.pdf

Minneapolis Foundation. (2023). Reimagine education grants will fuel innovative work at 30 schools, school districts, and nonprofits. https://www.minneapolisfoundation.org/stories/reimagine-education/reimagine-education-grants-will-fuel-innovative-work-at-30-schools-school-districts-and-nonprofits/