Indiana school districts hire Black teachers, then fail to keep them

Indianapolis Star

27-06-2025

In 2024, I received an invitation to a diversity teacher recruitment fair in Carmel. The featured districts included Noblesville, Hamilton Southeastern, Carmel Clay, Zionsville and Westfield Washington, all places with important questions about the recruitment and retention of Black educators at traditional public schools.
Here are the numbers on the proportions of Black staff members at each district last year:
Hamilton Southeastern stood out, employing more Black educators than the other four combined. Whatever they were doing seemed to be working, but when the district's Black, female superintendent resigned, I worried the momentum wouldn't last.
My concerns were further confirmed when I learned three Black principals had left the district in a year. This is not an isolated trend. In districts across Indiana and beyond, diversity efforts too often stop at hiring. What follows can feel more like tokenism than inclusion, where educators of color must constantly prove their worth while receiving limited institutional support.
Educational historian Vanessa Siddle Walker has documented how, following the desegregation of the U.S. public education system, many experienced Black principals lost their roles. This was not due to performance, but because systems weren't ready to share power equitably. The context of today may look different, but similar dynamics persist.
For example, school governance remains predominantly White. With politically charged debates over curriculum and policy, diverse educators can find themselves navigating complex environments with limited support.
In education, this affects not only adults, but also students. When students of color rarely see themselves reflected in leadership, it sends an unspoken message about who belongs — and who leads.
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These patterns have broader implications. I'm in an interracial marriage, raising children who will soon enter Indiana's K-12 educational system. Comments from public leaders, such as Lt. Gov. Micah Beckwith referring to the Three-Fifths Compromise as 'a great move,' or past remarks from now-Gov. Mike Braun questioning the legality of Loving v. Virginia, have lasting impacts. For families like mine, these are reminders that belonging is still conditional for many.
Nevertheless, I remain hopeful.
Charter schools in Indiana are showing real potential in supporting Black educators. With greater flexibility, many are leading efforts in culturally responsive curriculum, leadership diversity and student engagement. They aren't without challenges, but their agility often allows them to implement equity-focused practices more swiftly than traditional districts.
To be clear: All schools, whether district or charter, must be held to high standards, but recognizing and supporting innovative models that center inclusion is both fair and necessary.
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Ultimately, doing so is not about blame. It's about accountability. Diversity in education should not be performative. It must be embedded in policy, practice and culture. When educators of color are hired, we must also be heard, valued and empowered to lead authentically.
Our students of all races benefit from inclusive leadership. They deserve to see educators who reflect their communities and are committed to equity not as a buzzword, but as a standard.
This work is deeply personal and ongoing, but I believe change is possible when we center truth, listen with humility, and act with courage. Indiana has the talent, the opportunity, and the responsibility to do just that.