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ERIC Number: ED507249
Record Type: Non-Journal
Publication Date: 2009-Jun-9
Pages: 21
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: N/A
Economically Disadvantaged Student Failure: The Role of Non-Minority Teachers of Elementary School Students
Ikegulu, T. Nelson
Online Submission
The present research study has shown that minority and non-minority students taught by black and white teachers in a southeastern school district in the state of Texas understood more mathematical concepts and knowledge when taught by teachers of their own ethnic background. The present investigation is relevant because it sought to either refute or support the race and gender divergence hypotheses that have polarized the education arena, especially in public schools, which is homogeneously female, dominated. Data for this present investigation were collected from the district's database and state's achieves at the campus level namely the Texas state Academic Excellence Indicator System. This investigation used a purposeful sample of 220 pupils and 19 fourth grade teachers from three elementary schools in southeast Texas. The purpose of this study was to compare minority student academic achievement by ethnicity and longevity of their teachers. Whence, I purported that: (1) Teachers' race/ethnicity, gender, and length of service or longevity and, students' race/ethnicity and gender are important factors in predicting student academic achievement. (2) Minority students who were taught by white teachers would exhibit disproportionate academic achievement than non-minority students taught by minority or black teachers. Students were drawn from three of the 19 elementary public schools in southeast Texas with similar characteristics and demography. Only one of the three schools was a school-wide Title 1 campus. The total sample consisted of 19 fourth grade teachers (one male and 18 females) with average cumulative length of service as 13.79 years (minimum was two and maximum was 31 years); and 40% and 60% of these teachers were African and Caucasian Americans respectively. About 220 fourth grade students were enrolled in three elementary schools during the 2007-2008 school year. Academically related information and other predictor variables, such as if the studeMee Standard" and received state "Commended Performance" as well as the student's race and gender. The regression analysis model defined in equation [1.1] indicated that the explicated model was significant (F = 23.524; df = 3/216; & p < 0.001) and explained 24.6% or R-square (multiple coefficient of determination [R] = 0.496 and Adjusted R2 = 0.236) of the variance in the prediction of student mathematics TAKS scale score. This model indicated that: (1) Minority students taught by minority teachers outperformed their non minority student counterparts who were taught by non minority teachers. (2) Asian American fourth graders taught by white teachers consistently outperformed the other minority student subgroups taught by black teachers. (3) Students taught by "Beginner/Novice" teacher (i.e., teachers with at most five years of teaching experience) had the largest mean mathematics TAKS scale score than the other teacher categories, viz "Practitioner (6-10 years of teaching)," "Scholar (11-19 years of teaching," and "Veteran/Expert (20 or over years of teaching." (4) African American teachers' students had the largest mean mathematics TAKS scale score than the other student subgroups taught by White teachers. This is consistent regardless of the teachers' level of experience (TEXP) and/or longevity (TLOS). (Contains 4 tables.)
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Academic Excellence Indicator System