Neetu Arnold is a Paulson Policy Analyst at the Manhattan Institute, where she specializes in K–12 and higher education. Her work has been featured in the Wall Street Journal, UnHerd, and Tablet, among many other outlets. Previously, Arnold was a research fellow at the National Association of Scholars, during which she published extensive reports on college affordability and foreign influence in universities.

Neetu Arnold’s latest Wall Street Journal article, “Grow Your Own’ Means Discriminate By Race,” critiques how “Grow Your Own” teacher recruitment programs can reinforce racial discrimination by favoring candidates based on race to solve teaching shortages and turnover.

Here’s a brief summary and analysis of her main points, along with a broader perspective:

• Justice Department Lawsuit: On September 16, 2025, the U.S. Justice Department filed a lawsuit against the Rhode Island Education Department and Providence Public School District regarding a debt-relief initiative that allegedly forgave over $3 million in student loans specifically for “teachers of color.”

• Grow Your Own Programs: These programs, implemented in nearly every U.S. state, aim to recruit teachers from local communities, often leveraging scholarships and loan forgiveness to lower barriers to entry. However, some explicitly prioritize racial diversity. Her examples:

• A Minnesota law requires 80% of grant funds to support “candidates of color or American Indian,” with Monticello Public Schools offering $20,000 scholarships to minority candidates versus $10,000 for white candidates.
• Texas’ initiative emphasizes creating “diverse” teacher pipelines, with grants up to $50,000, partly contingent on recruiting “diverse individuals.”
• In Missouri, districts that referenced race in their applications had a 91% grant approval rate, while some, like Liberty Public Schools, restricted scholarships to “students of color” to promote diversity and equity.

Proponents argue that minority students benefit from teachers of the same race, yet Arnold contends these academic gains are minimal and do not justify violations of antidiscrimination laws. She insists that schools have not adequately explored race-neutral approaches to enhance student outcomes and retain teachers. On this point, we would argue that the data may be limited to a single longitudinal study. But acknowledge that the quality of an educator matters.

Arnold points to successful, non-discriminatory methods, such as Mississippi’s implementation of phonics-based reading instruction, which boosted reading scores, and Alabama’s use of testing to inform math instruction, aiding recovery from pandemic-related learning loss. She also highlights that chronic student misbehavior, a key factor in teacher burnout, is worsened by weakened discipline policies, such as California’s suspension ban for “willful defiance.”

Arnold supports the Justice Department’s lawsuit and calls for states to eliminate race-based criteria in grant programs, suggesting that districts pursuing racially motivated policies should be disqualified from public funding.

Broader Perspective

The RAND survey, which shows 16% of teachers intending to leave their jobs in 2025, down from 22% in 2024, hints at improvement, yet challenges such as low pay, burnout, and a lack of support persist. As of June 2025, 48 states and D.C. employ uncertified teachers, with a global teacher shortage projected to reach 44 million by 2030, underscoring the urgent need for reform.

The Justice Department’s lawsuit highlights conflicts between affirmative action and anti-discrimination laws under Title VI of the Civil Rights Act. Programs favoring a particular racial group face legal challenge, as seen in Rhode Island.

Arnold questions the effectiveness of race-based recruitment, citing studies with modest benefits for minority students taught by same-race teachers. A 2023 study by Morgan and Hu found no significant advantages for U.S. elementary students with same-race teachers, suggesting a need for additional research and multiple findings.

Student misbehavior and poor classroom management are significant factors contributing to the teacher attrition rate each school year. Evidence-based reforms, such as phonics instruction, have demonstrated success in improving student outcomes, as seen in states like Mississippi and Alabama.

The debate raised by Arnold over “Grow Your Own” programs creates concerns about striking a balance between diversity and fairness. While increasing teacher diversity seems like a worthy goal, explicit racial preferences may alienate qualified candidates and invite legal scrutiny, particularly in light of the Supreme Court’s 2023 ruling against race-based admissions.

Focusing on student behavior and instructional quality is essential, as teacher working conditions significantly impact retention. A 2023 study found that 44% of teachers who left cited inadequate support. Arnold argues that “Grow Your Own” programs could lead to racial discrimination, advocating for race-neutral reforms to enhance education quality. She raises an interesting argument for policymakers to consider. The Justice Department’s lawsuit may signal a shift away from race-based policies, underscoring the need for a new approach to building an effective teacher workforce.

Any Grow Your Own (GYO) program will not be effective if it lacks clear goals, effective marketing, or sufficient financial support. Programs often focus too much on recruiting teachers without adequately supporting them in completing their certification. To improve these programs, we should remove artificial barriers to entry, provide financial and mentorship support, work with community partners, and set clear goals for teacher supply and retention.

JC Bowman is the executive director of Professional Educators of Tennessee and Contributing Editor to TriStar Daily.