Faculty Desegregation and Student Achievement
University of South Carolina
Faculty Desegregation Influence on Student Achievement.
Journal Name or Institutional Affiliation:
American Educational Research Journal
Vol. 21, No.3, pp. 605-616
- Only achievement of Black students appears to have been influenced by teacher racial isolation.
- Black students may have been particularly vulnerable in socially uneasy environments.
- Faculty turnover appears to have been negatively related to student achievement growth.
- Black students tended to gain 5.81 months less in achievement when assigned Black rather than White teachers.
- Achievement of Black students appears to have been negatively affected by factors irrelevant to the achievement of other students.
- Achievement of all students was positively associated with teaching experience and negatively related to faculty turnover.
- Desegregation policies that do nothing more than set racial quotas are not sufficient to insure a reversal of traditionally unequal schooling patterns.
Journal Article Empirical Research
Academic Achievement, Desegregation, Ethnicity, Faculty, Racial Composition, Teachers
Method of Analysis:
Structural Equation Modeling
Houston Independent School District
Unit of Analysis:
- Houston Independent School District (lager district initially affected by court-ordered faculty desegregation).
- Simple random sample of 20% of all fourth, fifth, and sixth grade students during the 1976-77 school year and a smaller representative sample of district teachers.
- 1,477 students: 520 in 4th grade, 461 in 5th and 466 in grade, 583 Black, 305 Hispanics and 559 White
- Teachers: 181 Black and 262 White
- DV: Achievement was measured with the Iowa Test of Basic Skills (ITBS) at the completion of the 1976-77 (Posttest).
- IV: Degree of teachers' racial isolation, teaching experience, faculty turnover, teacher transference, and achievement in the ITBS(Pretest) for the 1975-76 academic years.