Retaining Latinx and Hispanic Teachers in the Springfield Empowerment Zone Partnership (SEZP)

Abstract

This study investigates what policies contribute to the retention of educators identifying as Hispanic and Latinx in the Springfield Empowerment Zone (SEZP). SEZP consists of approximately 68% of Hispanic and Latinx students while less than 20% of teachers identify as Hispanic and Latinx. Current research is readily available on retention strategies for teachers in general, but much of the literature does not focus on targeted retention strategies to address the unique needs of the Latinx teacher population. This project used elements from research on teacher retention as well as critical frameworks such as Latino/a Critical Race Theory to develop a research study that collected data and feedback on current retention strategies utilizing focus groups with SEZP leaders as well as Hispanic and Latinx-identifying educators. Our findings show that listening to teachers and creating spaces where teachers' voices are heard and valued is imperative to support the retention of SEZP Hispanic and Latinx educators. Teachers noted the importance of continued recognition of their cultural identities and overt opportunities to give input on school-wide decisions. They also noted that more opportunities to share their voice and opinions, access to targeted professional development, and financial rewards for the additional roles they often take on as bilingual educators would further their willingness to stay in SEZP schools. Further investigation is needed to compare data on the factors that influence overall teacher retention in the SEZP compared to the Hispanic and Latinx educator population. Additionally, we recommend that SEZP schools explore improvement science as an avenue for schools to dig into root causes of the Latinx and Hispanic teacher versus student disparity and generate localized, iterative, and long-lasting solutions to increasing the Latinx and Hispanic teacher population in SEZP schools.