Assessing Efforts to Diversify Kentucky's K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway.

This article examines the Teaching and Learning Career Pathway (TLCP) program at the University of Louisville during the 2018–2019 school year, which aims to recruit a diverse and effective educator workforce by engaging high school students in dual-credit courses exploring teaching careers. Analysis of 77 participants from four Kentucky school districts revealed that the program predominantly attracted white female students already interested in teaching, with no African American students participating despite the involvement of Jefferson County Public Schools, the state's largest and most diverse district. Recruitment was largely informal and reliant on guidance counselors and teachers without explicit diversity targets or a clearly defined program theory, limiting the program's effectiveness in increasing teacher diversity. Participants generally viewed the program positively, appreciating its realistic teaching experiences and coursework, though some suggested instructional improvements and additional financial support. The study recommends longitudinal and qualitative research to better understand recruitment processes and participant outcomes, alongside clearer program goals and intentional recruitment strategies to enhance diversity and effectiveness in grow-your-own teacher initiatives.