Author: Eddy, Colleen M., & Easton-Brooks, Donald

Title: Ethnic Matching, School Placement, and Mathematics Achievement of African American Students from Kindergarten Through Fifth Grade

University Affiliation: University of Northern Texas

Email: colleen.eddy@unt.edu

Research Question: 1) Do African American students perform better on mathematics achievement test when taught by an African American teacher? 2) What is the effect of African American teachers on the mathematics outcomes of African American students by gender, school poverty, percentage of minorities in school, and type of community?

Published: Yes

Journal Name or Institutional Affiliation: Urban Education

Journal Entry: Volume 46(6): 1280-1299

Year: 2011

Findings:

  1. African American students with an African American teacher scored significantly 1.44 points higher in mathematics than African American students who did not have an African American teacher initially in kindergarten.
  2. The gap between African American students with at least one African American teacher and African American students with no exposure to African American teachers increased significantly 0.64 points per year. The fully conditional models did not show a significant difference in scores by gender.
  3. Regardless of whether and African American student had an African American teacher, when controlling for gender, school poverty, and community setting, those African American students in a school with a lower percentage of minorities scored significantly higher than those African American students in highly populated minority schools.
  4. African American students with at least one African American teacher in a low populated minority school scored 3.01 points higher at the end of kindergarten than African American students with at least one African American teacher in a highly populated minority school, with the gap increasing 0.63 points per year.
  5. African American students with no African American teacher in a low populated minority school scored 2.14 points higher at kindergarten than African American students with no African American teacher in highly populated minority schools, and the gap increased 0.30 points each year.
  6. Overall, when controlling for gender, school poverty, and percentage of minorities in schools, the findings could not confirm that there was an effect of African American teachers on the academic outcomes of African American students.

Scholarship Type Journal Article Empirical Research

Keywords: Achievement Gap, Ethnicity, Math, Poverty, Race, Racial Composition, Teachers

Regions National

Methodologies: Quantitative

Research Designs: Mathematical models

Method of Analysis: Descriptive Statistics, Growth Models

Sampling Frame: Nationally representative sample of 21,260 kindergarteners in the fall of 1998.

Sample Types: Random

Unit of Analysis: Individual

Data Types: Quantitative-Longitudinal

Data Description:

Relevance:

Entry Created at: 2013-06-22 01:46:47 UTC
Last Update: 2016-07-20 18:55:37 UTC

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