Quality training and teaching is an essential factor for educators, especially those from minority ethnic groups. As the number of minority students in the PK-12 population continues to increase, educational programs at historically black colleges and universities have become a focal point of education reform. In “Historically Black Colleges and Universities in Teacher Education Reform,” Mary E. Dilworth inadvertently asks the question of what Historically Black Colleges and Universities (HBCUs) have done to improve student attendance and retention. minority teachers in the classroom. According to Dilworth, minority students tend to thrive under the guidance of someone with a similar racial or ethical background (as cited in Goldhaber & Hansen, 2010). The increase in the number of minority students in PK-12 grades validates the need for more minority educators. At about sixteen percent, a significant drop from twenty-six percent a few years ago, the presence of minority educators in classrooms is considerably low. Although HBCUs' educational programs have thrived and introduced minority educators into the classroom, the efforts and goals of these institutions have failed to prepare educators for successful occupation in the classroom. Throughout the article, Dilworth reiterates the idea that HBCUs are a viable path to advancement. minority educators. Unlike many predominantly white institutions whose educational goals encourage students to master their teaching abilities, many HBCU educational programs go beyond and encourage students to use their talents within the community at large. With the intention of serving the community, how future educators are prepared middle of paper......minority teacher retention and turnover rates highlight the gap that exists in programs educational systems that fail to keep educators in the classroom. Dilworth is making a bold move in addressing these concerns, as the problem has not yet been recognized or resolved. Bibliography Bower-Phipps, L., Homa, TD, Albaladejo, C., Johnson, AM and Cruz, MC (2013). Connecting with the “other” side of us: A cooperative inquiry by self-identified minorities in a teacher preparation program. Teacher Education Quarterly, 40(2), 29-51. Retrieved from http://search.proquest.com/docview/1496077064?accountid=15070 Dilworth, ME (2012). Historically black colleges and universities in teacher education reform. The Journal of Black Education, 81(2), 121-135. Retrieved from http://search.proquest.com/docview/1034740109?accountid=15070