Eddy, Colleen M., & Easton-Brooks, Donald
Ethnic Matching, School Placement, and Mathematics Achievement of African American Students from Kindergarten Through Fifth Grade
University of Northern Texas
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?
Journal Name or Institutional Affiliation:
Volume 46(6): 1280-1299
- 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
- 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.
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. /i>
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.
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.
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.
Journal Article Empirical Research
Achievement Gap, Ethnicity, Math, Poverty, Race, Racial Composition, Teachers
Method of Analysis:
Descriptive Statistics, Growth Models
Nationally representative sample of 21,260 kindergarteners in the fall of 1998.
Unit of Analysis:
- Dataset: Early Childhood Longitudinal Kindergarten-fifth data set
Sample Size: 1,200 African American students
DV: mathematics achievement scores (longitudinal), measure in
Mathematics Item Response Theory (IRT) scores
IV: ethnic matching
Moderator Variables: student’s gender, minorities in school, school setting, school poverty