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This study uses the most recent national data from the National Center for Education Statistics, Schools and Staffing Survey (SASS), 2011–2012 and Teacher Follow-up Survey (TFS), 2012–2013 to investigate attrition trends among Black teachers, and Black female teachers in particular, to inform a qualitative analysis of proposed and adopted teacher retention policy interventions. This study asks: Why do Black teachers report leaving, and what would bring them back to the classroom? What working conditions are associated with Black teacher attrition? What policy interventions can meet the needs of Black teachers in having successful and supported teaching experiences? How have these interventions been successful, and what are the considerations for applying them more broadly? We find that Black teacher turnover rates are significantly higher than those of other teachers and that there are several substantive differences in their preparation, school characteristics, and reasons for leaving. We describe policy interventions that target these conditions, such as teacher residencies, loan forgiveness, mentoring and induction, and principal training programs. We include in that discussion the relative benefits and challenges of each implications for policymaking.

This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this chapter provides an overview of the three sections of the book and the corresponding chapters. Within the pages of this volume, contributing authors discuss the historical and contemporary landscapes of Black female teachers, examine the underrepresentation of Black women in the US teacher workforce, as well as discuss innovative strategies to increase the recruitment and retention of Black female teachers in PK-12 classrooms. Ultimately, this chapter provides insight into the salience of Black female teachers in the diversification of the US teacher workforce. Moreover, highlighting implications and recommendations for a variety of educational stakeholders.