Teachable moment: Who’s missing from Austin’s classrooms affects the teacher pipeline

As Austin prepares students for one of the fastest-growing regional economies in the country, an important question remains: who is missing from our classrooms, and what does that mean for the future of education in Central Texas?

We have both experienced the impact of that question firsthand.

We spent much of our early education trying to understand where we fit. There were moments when our confidence wavered and the path ahead felt unclear. What made the difference were the educators who showed up for us.

Manny remembers a male teacher in middle school who saw potential he had not yet recognized in himself, as well as a coach who reinforced discipline and resilience. Their presence helped shape his trajectory and ultimately led him to a career in higher education and doctoral studies today.

But those experiences were not consistent for either of us growing up. For long stretches, we did not have teachers who reflected our lived experience. For many students, that gap is still the norm. 

Across the country, only about 23% of teachers are men, and at the elementary level, that number drops closer to 1 in 10. The figures are even lower for minority men, particularly Black and Latino men. The absence of these educators, especially in early grades, is one of the most visible gaps in representation. It is also one of the least discussed. 

Texas is the current leader in closing these gaps, but they are still quite pronounced. Research shows a persistent mismatch between the demographics of students and the educators who teach them, raising concerns about connection, engagement, and long-term outcomes. In Austin, where a majority of the student population is Hispanic, schools are serving communities with a wide range of backgrounds and experiences. 

At the same time, the state is facing a broader teacher pipeline challenge. Central Texas is experiencing a 20% decrease in new-hire educators, and 55% of those new educators are uncertified. 

Representation is not separate from that conversation. It is part of it. 

When students see themselves reflected in their teachers, it shapes how they experience school. It can influence their sense of belonging, their confidence, and how they imagine their own futures. For some students, having a teacher who understands their background can be the difference between disengaging and leaning in. It has direct, positive effects on students’ outcomes. It can also shape whether they ever consider teaching as a possible career themselves.

Mark experienced that firsthand as a young professional. Within months of starting his career in investment banking, he realized that line of work was not personally sustainable despite the allure of big money. Toiling for long hours with unfulfilling work pushed Mark toward what he ultimately wanted to do – educate others – despite talk of low-paying salaries and teacher burnout. The risk-reward lessons learned in banking paradoxically gave him the courage to pivot into education.

He found that teaching offered something different: the opportunity to build a meaningful, high-paying career while also spending more time with his family, especially summers with his children. After taking that risk and diving into education, Mark now enjoys both the fulfillment of upskilling his middle schoolers and the economic benefit of additional compensation through the Teacher Incentive Allotment. He hopes his work in education will buck some of the negative stereotypes around teaching and add more male representation to the field.

In Austin, that representation must remain a continued practice. Partnerships between local institutions and school districts can recruit more representative local educators, recognizing that building a stronger workforce starts with creating clearer, more accessible pathways into teaching and providing the support needed to stay. 

Through his work with Western Governors University, which oversees the Texas Men in Education Impactors Network, Manny has seen firsthand how flexible teacher preparation pathways can help career changers enter the profession. Initiatives focus on expanding access to teacher preparation programs and supporting career changers who want to become licensed educators. Efforts like these are designed to meet people where they are and reduce barriers that have historically limited who enters the profession. 

In 40 rural counties across Texas, over 80% of teachers are uncertified. This reliance on uncertified professionals has exacerbated the existing disparities and challenges in these areas. 

Progress will require broader alignment. State policy, higher education, and local school systems all play a role in shaping the pipeline. Addressing longstanding compensation concerns, improving working conditions, and strengthening preparation pathways are all essential pieces of the puzzle. 

Students deserve the same kind of experience we had—one that helps them feel seen, supported, and capable. That work belongs to all of us, from school systems and colleges to business leaders, policymakers, and community members. Because the teachers Austin recruits today will help shape the city Austin becomes tomorrow.

Manny Gonzalez is Vice Chair of the Austin Community College Board of Trustees, and Mark Rogers is a K-12 Teacher at Austin Achieve Public Schools.