Education Imperatives

  1. Underinvestment Inequities - NABSE believes that educators of African American learners experience the worst effects of underinvestment in education, which create inequities in access, quality, and compensation for teachers.
  2. Gaming Revenues -NABSE supports revenues from casinos and other forms of gaming being utilized to increase revenue to help poor school districts; as opposed to taxation.
  3. Compensation Incentives - NABSE believes compensation structures for African American educators should include incentives for more challenging positions in the same field, similar to what occurs in the private sector. (i.e. Service members in the military may receive special pay for working in unique conditions or in an imminent danger position. In the medical field, the National Health Service Corps (NHSC) provides up to $50,000 in loan repayment and tuition and living expenses to physicians who in return, work for two years in underserved areas. Retention programs in the nursing sector include loan repayment contracts, retention bonuses, and workplace amenities such as flexible scheduling, or site childcare, and mentoring opportunities). Too few school districts offer sufficient financial incentives for positions that will be more difficult to staff because of the condition or nature of the job is more challenging.
  4. Allocations - NABSE supports the need to reform fiscal resource allocations that respond to equity versus equal; and address all the key ingredients of funding and guarantees of access by the intended recipients.
  5. Tax Incentives - NABSE supports incentives for companies and businesses to locate in impoverished communities to generate additional revenue from taxes and create job opportunities.
  6. Teacher Residency Program - NABSE supports the establishment of its own “Teacher Residency” program, partnering with colleges and universities throughout the country, that focuses on selective recruiting with intensive hands-on preparation and ongoing support for new teachers in high-need urban school districts. Many new teachers are unprepared for the realities of teaching in high-need schools.
  7. Educator Expertise - NABSE supports having an education expert on the U.S. government’s Coronavirus Task Force. Whenever there is a national education issue/ discussion occurring, an educator from NABSE should be at the table. Someone who is teaching in the classroom--an actual practitioner is preferred. NABSE needs to strengthen its impact with politicians.

Legislative Priorities

  1. E- Rate - NABSE supports legislative action to urge the Federal Communications Commission (FCC) to implement emergency measures to make changes to E-rate programs to allow high need African American school districts to buy Wi-Fi hot spots and equip existing devices with Wi-Fi capability to ensure all K-12 students have adequate home internet connectivity if their schools close.
  2. Recruitment Incentives - NABSE supports legislative action to allocate funding to support school districts in establishing compensation structures that include incentives to recruit and retain highly qualified educators to serve in high need districts.
  3. African American Educator Pipeline - NABSE supports legislative action to establish a pipeline to recruit and train future African American educators and provide loan forgiveness for educators who commit to teach in a high need school district.
  4. Competitive Compensation - NABSE believes that the federal government should allocate competitive compensation packages for African American educators. A substantial body of research validates the conclusion that low teacher salaries affect the quality of those who choose to enter the teaching profession; and whether they stay once they get in. There is a large and rapidly growing “teacher pay gap”, and efforts to address teacher shortages must consider attending to the deterioration in pay and working conditions for teachers in high-poverty schools.


  1. Computer Access Research - NABSE should explore the possibility of conducting national research on how many African American learners have access to a computer/laptop to use for virtual learning and access to internet connectivity. This may be useful information to assure our students can be helped and could learn with home instruction.
  2. Equitable Funding - NABSE should explore creative ways to ensure a long-term fix for equitable funding at the state and local levels for African American learners. Schools located in whiter and wealthier communities receive greater state and local funding (e.g., higher property taxes, local levies, and fundraising), which in turn can buy more and higher-quality resources (e.g., stronger curriculum, more experienced teachers, new and renovated facilities). Equitable funding is critical to ensure that all schools and students have the opportunity to meet high standards and achieve the American Dream of equality and opportunity.

Thought Leaders

Dr. Rodney Gilmore
Betty Maceo-Recorder