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ERIC Number: ED347217
Record Type: Non-Journal
Publication Date: 1990-Dec
Pages: 41
Abstractor: N/A
Reference Count: N/A
Racial Patterns in How School and Teacher Quality Affect Achievement and Earnings.
Ferguson, Ronald F.
Reasons why African American and Hispanic American students tend to have lower scores than do White students on standardized mathematics and reading tests are examined, focusing on a study from Texas. Results of the Texas Examination of Current Administrators and Teachers (TECAT) for approximately 900 school districts show that where the percentage of Black and Hispanic American children is higher, the average score on the TECAT is typically lower for Black, Hispanic American, and White teachers. Teachers in Texas who instruct children of color tend to have weaker language skills, a fact that accounts for over one-quarter of reading and mathematics score differentials for Black and White students, and 20 percent of the gap between Hispanic Americans and Whites. Performance is improved by: (1) teachers with strong language skills; (2) class size of 18 students or fewer; (3) teachers with more experience; and (4) teachers with master's degrees. An analysis of the National Longitudinal Survey of Youth (NLSY) shows why society should be concerned about test scores. Young men who scored higher on standardized reading and mathematics tests in 1980 tended to earn more money in 1985-86. Test scores, as measures of reading and mathematics achievement, explain a large share of the differences among races in earnings. Statistical data are provided in four pie graphs and one table. An appendix contains 4 pages of tabulated study data, and there is an 18-item list of references. (SLD)
Ronald F. Ferguson, John F. Kennedy School of Government, 79 JFK Street, Cambridge, MA 02138 (Reproduction costs will be billed).
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Meadows Foundation, Dallas, TX.
Authoring Institution: N/A