Project ACT: An Accelerated Alternative Licensure Program to Recruit Minorities

Abstract

The importance of preparing minority teachers has been well established and widely acknowledged. However, the number of minority teachers steadily declines while the number of minority students increases (Gordon, 1994; McLaughlin, 1994; Contreras & Nicklas, 1993). Nationally, the percentage of minority employees in education has dropped from 13% in 1976 to 10% in 1993. By the year 2000, the minority teaching pool is projected to shrink to five percent, although the minority population will increase to one third of school-age students nationally (NCAE, 1994). This article reports the ongoing success of Project ACT, an accelerated alternative licensure program to provide mature adults for public school classrooms. Thirty percent of these adults have been African-Americans, a percentage three times higher than traditional teacher preparation programs.