Young immigrants who aspire to become teachers could help alleviate the historic teacher shortages in the US. These immigrants can serve as role models and connect with other newcomers, providing much-needed support to immigrant students. State and local lawmakers should consider creative solutions to facilitate the entry of immigrants into the teaching profession, especially as there is a shortage of bilingual teachers. The state of New York, for example, needs to hire 180,000 new teachers over the next decade. Undocumented immigrants who are already trained educators should be given opportunities to contribute to their communities by eliminating barriers such as testing fees and creating exceptions for work permits. Daniela Alulema reported
As our nation grapples with a long-standing shortage of teachers, we should consider tapping into a hidden pool of potential educators: young immigrants who aspire to become teachers. These individuals have a unique ability to connect with other newcomers by sharing their personal stories and serving as role models, much like the teachers who had a profound impact on me when I immigrated to Queens from Ecuador at the age of 14.
When I first arrived in Queens, I was overwhelmed by the bustling pace of rush-hour commuters, the mix of languages spoken around me, and the constant noise of a city that never sleeps. It took me months to adjust and find my footing. However, I was fortunate to have Mr. Bello, a supportive math teacher at Newcomers High School, who helped me find solace in the world of numbers. Beyond teaching me trigonometry and geometry, Mr. Bello instilled in me a sense of confidence and showed me that I could succeed as an undocumented student despite the uncertainties surrounding my immigration status. As an immigrant himself from the Dominican Republic, he understood the unique challenges I faced and became a guiding light in my educational journey.
Another influential figure in my life was Mr. Palau, an immigrant from Paraguay, who patiently guided me through the college application process. He made sure I understood that, despite my undocumented status, I was eligible for in-state tuition rates. Eventually, I qualified for the Deferred Action for Childhood Arrivals (DACA) program, which granted me a work permit and allowed me to pursue a career in immigration research. Today, I proudly serve as the project director at the Initiative on Immigration and Education at the City University of New York (CUNY-IIE), where I focus on producing research and resources that highlight the strengths of immigrant communities.
In my role, I witness firsthand the critical need for more teachers like Mr. Bello and Mr. Palau in our schools. Unfortunately, current immigration policies and the failure of Congress to pass comprehensive immigration reform present significant barriers for undocumented immigrants who aspire to become educators. Immigrant educators can only obtain work permits if they qualify for DACA or Temporary Protected Status (TPS), which limits their opportunities. To address this issue, state and local lawmakers and policymakers must think innovatively and explore alternative options for easing the path of immigrants into teaching roles.
The urgency of the situation cannot be overstated. New York State alone needs to hire 180,000 new teachers within the next decade to meet workforce demands. However, enrollment in teacher education programs has declined by 53 percent since 2009. Additionally, there is a severe shortage of bilingual teachers, which disproportionately affects immigrant students. In the 2022-23 academic year, New York City’s public schools had over 134,000 English Language Learners, but fewer than 3,000 certified bilingual educators, according to the United Federation of Teachers. This shortage is further exacerbated by the recent influx of asylum seekers, with over 116,000 individuals, including approximately 20,000 children, entering the public school system. The majority of these students are from Latin America and the Caribbean and speak languages other than English.
Bilingual education has been identified as the most effective approach for immigrant students, allowing them to continue learning in their home language while acquiring English proficiency. However, undocumented educators face numerous challenges in obtaining professional certification and work permits. While there have been some positive developments, such as allowing DACA beneficiaries to obtain professional teaching certificates, there are still significant barriers that prevent undocumented educators from fully utilizing their education and certification.
UndocuEdu, a working group focused on undocumented educators, has produced a report outlining the challenges these individuals face in navigating teacher education programs. One recommendation in the report is to eliminate testing fees for certification exams for those in financial need. Another suggestion is for policymakers to create municipal or state exceptions that would enable schools to hire trained and certified educators who lack work permits. New York State legislators and advocates are already discussing the possibility of municipal work permits for recently arrived asylum-seekers, and it is crucial for the city and state to embrace such solutions to address the pressing educational needs.
It is time to provide more opportunities for a group of talented educators who are already part of our communities. We must expand our teaching pool to ensure that students in need receive the support they urgently require. Undocumented teachers have the potential to become the same inspiring figures that Mr. Bello and Mr. Palau were to me and countless other immigrant students. By recognizing and harnessing their talents, we can make a significant difference in the lives of both educators and students alike..