The Black
Principals Project

by Letisha Marrero

For more than two centuries, Black educators have long been a significant part of the U.S. education system. EdTrust delves into the history before and after the 1954 landmark Supreme Court case, Brown v. Board of Education. Over 70 years later, how much has changed and how much progress still needs to be made? We interview a top scholar and current Black principals to find out. Take this educational journey with us.

TThe 1954 landmark Supreme Court case that ended segregation in schools, Brown v. Topeka Board of Education, was a catalyst of the Civil Rights Movement and a seminal event in U.S. history that cannot be ignored. Today, 71 years later, we are seeing a rollback in hard-fought progress, amid a well-funded effort to whitewash the honest parts our country’s past. But what most of us don’t know about this period of history is there was an underside to ending segregation. While the focus of Brown has always been on Black students who were able to integrate, it begs the question: What happened to all the Black educators? The story is rather astounding — and the truth will surprise you.

Brown v. Board was the first stab in the eye of white supremacy.

Dr. Leslie T. Fenwick

FACT

100,000

More than 100,000 Black educators lost their jobs as a result of Brown v. Board of Education.

100,000 Black Educators Purged and
Replaced by Less Qualified Whites

History is filled with highs and lows. After Brown, Black students integrated into white schools; however, more than 100,000 Black educators lost their jobs as a result. This was because some white people — especially in the South — bristled at the thought of their children being taught by a Black teacher, let alone have the leader of the school be Black. “The myth goes something like this: Black educators left the teaching profession to find work in other professions. That’s a lie. The truth is, the teaching profession left them,” says Dr. Leslie T. Fenwick, dean emerita of Howard University School of Education and author of the best-selling book, Jim Crow’s Pink Slip, which details the history of Black educators before and after the Brown decision. She goes on to say that this highly educated workforce had master’s and Ph.D.s from Ivy League schools, were either fired or demoted to make way for lesser qualified or sometimes unqualified white educators. Black principals became hall monitors or even janitors. In one case, a degreed Black principal was replaced by the local milkman.

The Largest Brain Drain of
Educator Talent in U.S. History

Prior to Brown, 35% to 50% of principals and teachers were Black in the 17 dual-system states. Today, no state in the entire country even approaches these percentages. In fact, less than 7% of the nationʼs 3.2 million teachers, 11% of the nationʼs 90,000 principals, and 3% of the nationʼs nearly 14,000 superintendents are Black. The underrepresentation of Black people in the nationʼs educator workforce is tied to the massive resistance to Brown. So, in a sense, our country has never recovered. Dr. Fenwick calls it “the largest brain drain of educator talent in the history of U.S. public schools.”

‍

The myth goes something like this: Black educators left the teaching profession to find work in other professions. That is a lie. The truth is, the teaching profession left them.

Dr. Leslie T. Fenwick

Massive (White) Resistance

On February 25, 1956, Senator Harry Byrd issued the call for “Massive Resistance” — a collection of laws passed in response to the Brown decision that aggressively tried to forestall and prevent school integration. For instance, the Massive Resistance doctrine included a law that punished any public school that integrated by eliminating its state funds and eventually closing the school.

The 17 Dual-System States

If we can organize the Southern States for massive resistance to this order, I think that, in time, the rest of the country will realize that racial integration is not going to be accepted in the South.

Senator Harry Byrd, 1956

The Negro Tuition
Scholarship

Historically Black colleges and universities (HBCUs) were established during the Jim Crow era because Black students were banned from attending white state universities. While some Black colleges offered advanced degrees, the choices were limited. Even under pressure from lawsuits from the NAACP Legal Defense and Education Fund (now LDF), Southern states remained committed to segregation. However, they made some concessions — one of them was providing an out-of-state tuition voucher program, called the Negro Tuition Scholarship, to Black students who wanted to pursue a graduate degree. In other words, you could get an education, just not here. So, Black students traveled north to get their advanced degrees.

The Academic
Northern Migration

Before the Civil Rights Movement in 1964, Black people couldnʼt vote. And even though they paid taxes, Black people were prevented from going to their state universities. So, a unique kind of Great Migration was born: with Black Southerners migrating north to earn their degrees. From the early 1900s, droves of Black principals and teachers earned graduate degrees from some of the nationʼs most prestigious universities — New York University, Columbia University, University of Chicago, Harvard University, University of Michigan, University of Pennsylvania, The Ohio State University, and Iowa State University. Once they got their masterʼs or doctorate degree, they would go back to their home state in the South to become educators, bringing with them the benefits of their Northern education back home to their communities and passing on their learnings. “In a way, it was a joke played on old Jim Crow. You kicked us out, but we still got a degree,ˮ said Dr. Fenwick.

FACT

U.S. K-12 Students of Color

53%

U.S. Public Schools White Teachers & Admins

80%

FACT

Black Educators Breathe Rare Air

Black principals represent just 11% of the teaching workforce, while Black male teachers make up 1%

School Principals

11%

89%

Black Principals

Non-Black
Principals

Male Teachers

1%

99%

Black Male Teachers

All Other Teachers

FACT

Teachers of color leave the profession at higher rates than their white counterparts.

That’s why Black principals are deliberate about their hiring, so that their staff matches the demographics of their school.

FACT

Today’s student body is more diverse than ever — and growing — but this diversity isn’t reflected in school curricula, classroom, or staff

Schoolbooks are largely dominated by white representation — with white authors and characters far outnumbering those from other backgrounds, according to a 2023 EdTrust analysis of 300 K-8 books. And when people of color are included, they’re often depicted through stereotypes or in one-dimensional ways, which can harm students’ self-perceptions.
‍
Representation matters. It shapes how children of color see themselves and the world around them and helps white students cultivate empathy, tolerance, and understanding.

FACT

Teachers of color are not only essential to the success of students of color, but they can give white students an important perspective and deeper appreciation for cultural differences

A 2016 EdTrust report, Through Our Eyes: Perspectives and Reflection From Black Teachers, highlighted the many ways that teachers of color benefit students — particularly students of color — and the importance of continuing to recruit and retain them. While Black teachers makeup less than 7% of the U.S. teaching population, their presence as role models and advocates for their students helps those students build confidence and feel connected to their schools. Research commissioned by the Wallace Foundation also shows that Black teachers are more likely to teach in high-need schools and remain in schools serving predominantly Black students.

FACT

Representation is as important to the success of Black teachers as it is to Black students

A recent study by New York University researchers analyzed nearly a decade of teacher-turnover data from NYC public schools and found that Black teachers are more likely to remain in schools with Black principals and a significant number of Black colleagues. Working under a Black principal reduced turnover rates for Black teachers by 14%, and schools where at least 20% of the faculty was Black had a similar effect.

FACT

HBCUs represent less than 4% of the nation’s colleges and universities, yet they produce 50% of the nation’s Black educators

FACT

Diversity gaps between students and principals have been growing.

In 2000, 39% of students identified as non-white while 18% of principals identified as non-white
In 2017, these numbers among students surged to 52%, but only grew to 22% among principals

Today’s Black Principals

We talked with Black principals from across the country to tell their stories and understand their experiences and challenges they face today. Weʼll touch on the differences between then and now. Weʼll also explore how we can fortify the Black principal pipeline to attract even more Black principals. Because Black principals are more than role models, they represent the height of excellence. Hear first-person stories of what itʼs like to be a Black principal in the United States today.

William Massey

Principal
H.D. Woodson High School
Washington, DC

“You’re going to be a teacher,” William Massey’s second grade teacher told him. But Massey had big plans for his future. Originally, he wanted to go to law school and run for President in 2028. However, along the way, he discovered that being an educator was his true calling. He started teaching as a way to pay for law school, but fell in love with the profession. Having Black teachers throughout his K-12 experience shaped him, and he wanted to be that same figure for other Black students. Now, as the principal of H.D. Woodson High School in Washington, DC, he has the opportunity to prepare students for their futures. And there’s nowhere else he wants to be.

The Greatest Rewards

“It’s a rush,” Massey says, when he sees a student who has graduated from Woodson doing well, years later. “DC is a small town, so I see them around, like at the grocery store,” he says. He always encourages former students to keep in touch — and many of them do.

Tapping Talent

“I love tapping talent,” Massey says. Getting more teachers to consider leadership roles is an important part of increasing the principal pipeline. His mentor tapped him, and he wants to do the same for others.

Advice for Aspiring Principals of Color

“Yes, there is a seat for you at the table,” says Principal Massey. “Get rid of the imposter syndrome that societal pressures can sometimes make you feel…We are talented. And we want to serve all children.”

Summer Gaston Gehris

Principal
Martin Luther King Elementary School
Fresno, CA

Principal Summer Gaston-Gehris wants to make sure the students who pass through Martin Luther King Elementary School know who the school is named for. “It’s not a holiday. It’s not a march. It’s not a day off from school,” she says. Indeed, the hallways are adorned with posters of the civil rights icon and quotes from his speeches. And don’t shorten it to MLK—this is King Elementary. The name also codifies its power through the school mascot—the Pharaohs. The Gaston name is known throughout Fresno Unified School District. Her uncle, Rutherford B. Gaston, was the first Black principal in Fresno in 1974. Some 30 years later, a middle school was built to serve the Black community — who had to be bussed across town — and it bears his name. Continuing his legacy, Gaston-Gehris wants to continue serving her community. Dr. King would be proud.

The Differences Between Then and Now

“I am standing on shoulders of those who paved the way,” says Gaston-Gehris of her Uncle Rutherford. “But I’m still experiencing some of the same things he experienced, where my integrity is questioned, with my intelligence is questioned. But I’m definitely reaping the benefits of him being a trailblazer.”

The Importance of Representation

“I want to ensure that the staff that we have matches the of the demographics of the students we have,” she says. “Students are more likely to be successful; there’s an increase in test scores, in graduation rates, when students have a teacher who look like them.”

Recruiting Teachers of Color

Gaston-Gehris knows the importance of recruiting and retaining Black teachers. “Black educators are more likely to stay within a school site, within a district, when they have someone who looks like them, who understands their struggles, and is willing to work alongside them,” she says.

Dr. NaKeshia Bibbs

Sam Houston High School
San Antonio, TX

When asked who her greatest inspiration is, Dr. NaKeshia Bibbs grins widely and, without hesitation, says, “My mom.” Dr. Bibbs’ mother was a kindergarten teacher, and she has fond memories of helping her mom prepare her classroom as a young girl. Still, she didn’t realize she wanted to be an educator until much later. Originally studying to become a physical therapist, she decided to go the nontraditional route and got her master’s in education. She got into an alternative certification program and started her journey to become an educator. After seven years of teaching, she became an administrator, and is now at Sam Houston High School in San Antonio, Texas. While pursuing her Ph.D., she was the only Black person in her program and was intimidated at first. And she was doing all this after she had gotten married and had a child. At one point, she wanted to give up. But both her principal-mentor and her mom pushed her to finish. Mom told her, “You can do this; you’ve come too far; you have to finish.” Needless to say, Dr. Bibbs has done mama proud.

The Challenges of Being a Black Principal

Recently, Dr. Bibbs’ students’ high test performance was questioned due to her school’s demographics and location. “Our kids work just as hard. And our teachers are working even harder to make the gains that they need to make.”

How to Increase the Principal Pipeline

Dr. Bibbs says the way to get more educators to become principals begins with having candid conversations. “People need someone in their corner. Someone who can speak for you at the table and have those conversations when you’re not in the room.”

The Importance of Culturally Relevant Curriculum

As Texas’ demographics have changed, so has the curriculum. “When I was in school, it was all about Mary and Sally… now it’s José and Rashan. So, we have evolved,” Bibbs says. “For example, here in San Antonio, we don’t have a subway station. So, understanding where they are has helped our students be more successful.”

Ashanti Porter

Leith Walk Elementary/Middle School
Baltimore, MD

The motto goes: Leith Walk Elementary/Middle School is where L.E.G.E.N.D.S. are made. Every student is a Leader, Excellent, Great, Excited to learn, makes No excuses, is a Dreamer, and is Successful. This rainy morning, “This is How We Do it” plays as entry music as students dance their way in. A group of five preschoolers shuffle into the main office to announce the motto over the loudspeaker. In the hallway, signs of affirmation frame a full-length mirror, so any student can quickly affirm themselves. The positive vibes are infectious — and empowering. “We always say students, we always say scholars…but no, my babies are legends,” says Principal Ashanti Porter. Originally from Brooklyn and on track to be a criminal justice lawyer, Porter’s career took an abrupt turn when she was offered a teaching apprenticeship in Baltimore. With a six-month-old baby in tow, she drove down and lived with a friend, and even sometimes in her car, so she could start over. After 13 years of teaching, she wanted more. Porter is now entering her seventh year as the proud principal of Leith Walk in northeast Baltimore and plans to be there until she retires.

With a steadfast dedication of fostering a nurturing and inclusive learning environment, she prioritizes the well-being and academic achievement of every student. This is evident as she announces the winners of an “attendance treat” to encourage students to come to school daily and on time. It’s this kind of positive reinforcement that keeps students engaged and ready to learn. “Leith Walk will be the place that our kids, wherever they go, they will always remember their experience here,” promises Porter.

The Importance of Family Engagement

“I think families have to be engaged in what we do at any school for students to be successful. Teaching is a big part of it, but family engagement is equally as important.” Porter always explains the “why” to parents, so they have a better understanding of what they do.

Reducing Chronic Absenteeism

Understanding that attendance is a team effort, Porter also rewards the parents for getting their kids to school by offering a “date night,” where teachers volunteer their time to babysit for the evening. As a result, Leith Walk decreased chronic absenteeism by 13% in one year.

The Greatest Rewards

“I don’t have to do this job. I get to do this job,” boasts Porter. She explains that she gets to be a part of students’ lives — from celebrating what high school they got into, to being the person they confide in when they’re going through a rough time. “I get to be a part of their story.”

Meet the Principals

William Massey
Principal
H.D. Woodson High School
Washington, DC

William Massey has been the principal of H.D. Woodson High School in the District of Columbia Public Schools (DCPS) since 2018. Before that, he served as the principal of Cesar Chavez Schools for Public Policy for three years.

Mr. Massey began his career in education in Texas as a high school social studies teacher and instructional lead with Eagle Advantage Schools in Grand Prairie. From there, he moved on to teach seventh grade social studies at Garland Independent School District. He served as a principal fellow with Dallas Independent School District and held his first assistant principal post at Billy Early Dade Middle School in 2013. Mr. Massey also served as an assistant principal at H. Grady Spruce High School.

Mr. Massey holds a bachelor’s degree from Michigan State University and a master’s degree from Concordia University.

His favorite memory as an educator was graduating his first senior class, and he joyfully recalls the faces of students who wanted to give up but didn’t.

Summer Gaston Gehris
Principal
Martin Luther King Elementary School
Fresno, CA

Summer Gaston-Gehris is the principal at Martin Luther King Elementary School. She has 23 years of experience working in Fresno Unified School District (FUSD). For 15 of those years, she was a first-through-sixth grade teacher at Easterby, Viking, and Phoenix Elementary schools. She was also an English language development teacher at Wishon Elementary.

Mrs. Gaston serves on the board for the City of Fresno’s Martin Luther King Unity Committee and a judge for the Fresno County Superintendent of Schools’ MLK annual essay contest. For the past six years, she has recruited local students to participate in a performance and annual march in downtown Fresno.

Mrs. Gaston comes from a family of educators. Her late uncle, Rutherford B. Gaston, was the first Black administrator in Fresno Unified School District, breaking the color line. Her father is a retired educator of 25 years in FUSD as a math teacher.

Mrs. Gaston is a product of FUSD, graduating from Bullard High School. She is a graduate of CSU Fresno as well as National University, Fresno.

Dr. NaKeshia Bibbs
Sam Houston High School
San Antonio, TX

Dr. NaKeshia Bibbs has been a dedicated and experienced educational leader for 20 years. She began her career in 2005 as a high school math teacher. She transitioned into school administration in 2012, and has spent over a decade leading with a focus on instructional excellence, student achievement, and equitable access to education for all learners. She served as an assistant principal at Sam Houston High School from 2018 to 2023, before transitioning to the role of principal. In both roles, she has made significant contributions to improving academic outcomes and campus accountability.

Dr. Bibbs holds a Ph.D. in educational leadership, an M.A. in education from the University of Texas at San Antonio, and a B.S. from McMurry University. Outside of her professional role, Dr. Bibbs is the proud wife and mother of two children, which further fuels her passion for providing every student with a high-quality education and a supportive school environment.

Ashanti Porter
Leith Walk Elementary/Middle School
Baltimore, MD

Ashanti Porter is a dedicated educational leader with two decades of experience within the Baltimore City Public School System (BCPS), six of which have been serving as the principal of Leith Walk Elementary/Middle School. She holds a bachelor’s degree in criminal justice from John Jay College of Criminal Justice in New York, along with a master’s in teaching from Johns Hopkins University, and an M.A. in educational leadership from Grand Canyon University, where she is also pursuing her Ed.D. in organizational leadership. Ms. Porter is a proud mother of two sons educated in BCPS, as well as a bonus mom to two sons and two daughters.

Ms. Porter's leadership is characterized by a strong emphasis on collaboration, equity, and community engagement, empowering both students and staff to reach their full potential. Her tenure at Leith Walk has been marked by initiatives aimed at enhancing academic rigor, promoting social-emotional development, and strengthening partnerships with families and the broader community.

Meet Dr. Fenwick

Dr. Leslie T. Fenwick is an expert in leadership and ethnics, public policy, and diversity, equity, and inclusion in the workforce. A former Visiting Scholar at Harvard University, she is now Dean Emerita of Howard University School of Education. Fenwick is also the author of the best-selling book, Jim Crow's Pink Slip, which tells the untold story of how 100,000 Black educators lost their jobs after Brown v. Board. She was named one of 2025's Top 200 University-Based Scholars Impacting Education Policy and Practice.

What It’s Like Being a Black Principal

Tobaise Brookins
Principal
Computech Middle School
Fresno, CA

Dr. Zerina Hargrove Brown
Assistant Superintendent
Fresno Unified School District

Dr. Tess Reid
Principal
Addicott Elementary School
Fresno, CA

So, Where Do We Go From Here?

You’ve learned the history. You’ve met the principals. We hope you’re inspired.

Today, amid the rollbacks of diversity programs across the country, the fact remains that Black people remain underrepresented in all fields — especially in education. There are echoes of Brown in how teacher training programs are being defunded and how people of color are still left fighting for equality. Despite the societal challenges, the numbers don’t lie: students of color comprise the majority of today’s student body. And yet, schools are more segregated now than they were in the 1980s. Before Brown v. Board, 35-50% of educators were Black. Today, that number stands at 11% for Black principals, and teachers of color comprise only 20%. Nevertheless, both students of color and white students benefit from having an educator of color.
‍
White students who have an educator of color also benefit not only academically, but also social-emotionally, as it helps shift their worldview and teaches them empathy for other people’s cultures. Lastly, when students of color see people who look like them in positions of leadership, they can have bigger aspirations. Because if they can see it, they can become it.

FACT

Black students, by having a teacher or principal of the same race, are:

  • More likely to:
    • Be tested for and placed in gifted and talented programs
    • Graduate from high school & attend college
    • Feel a sense of belonging
  • Less likely to be:
    • Misplaced in special education
    • Suspended or expelled
    • Chronically absent
FACT

5 Ways to Continue the Educator Pipeline to Ensure More Principals of Color

  1. Set goals and develop strategies at the state and local level to increase the diversity of the principal pipeline.
  2. Tap talented teachers of color to take a next step in their career and connect them to professional development opportunities to grow their leadership skills.
  3. Create alliances with colleges and universities, especially HBCUs or MSIs, which can help with recruitment and preparation.
  4. Education leaders can mentor, develop, and support assistant principals of color so they get the full experience of being a principal.
  5. Education leaders can listen and respond to the unique needs and concerns of educators of color to support retention and build stronger pipelines