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ERIC Number: ED515016
Record Type: Non-Journal
Publication Date: 2010
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-2157-7
ISSN: N/A
The Relationship between Hispanic Teachers and Hispanic Student Academic Achievement in Texas
Aguilar, Ramona Morin
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Commerce
The purpose of this study will be to determine if there is a relationship between Hispanic student achievement and the percentage of Hispanic teachers per district in the state of Texas. Specifically, this study will investigate the relationship between the percentage of Hispanic students per district who pass the Texas Assessment of Knowledge and Skills (TAKS) test in eleventh grade and the percentage of Hispanic teachers in their corresponding districts. This correlational investigation will include data from the Texas Education Agency (TEA). This data will consist of the 2007-2008 academic school year. TEA database data collected will include district type and district percentages of eleventh grade Hispanic students passing TAKS, economically disadvantaged students, at risk students, Hispanic teachers, teachers by years of experience, and teacher turnover rates. The main predictor variable identified was the percentage of Hispanic teachers per district. To determine if district community type is a significant factor in student achievement, an Analysis of Variance (ANOVA) will be employed. If significance is found by district type, then a minimum of six key informant interviews will be conducted to investigate this difference. These key informants would include two Hispanic teachers from urban, suburban, and rural districts. A one-way ANOVA was conducted to explore Hispanic student achievement based on district type and evidence of statistical significance was not found due to a lack of homogeneity. A multiple regression analysis was conducted on Hispanic students in 11th grade who passed all portions of the TAKS test based on district percentages of Hispanic teachers, at-risk students, economically disadvantaged students, teacher turnover, and teacher experience. A statistically significant relationship was observed, and district percentage of at-risk students and teacher turnover was a statistically significant predictor of Hispanic student achievement on all portions of the TAKS test in 11th grade. A multiple regression analysis was conducted on Hispanic students in 11th grade who passed the English Language Arts (ELA) TAKS test based on district percentages of Hispanic teachers, at-risk students, economically disadvantaged students, teacher turnover, and teacher experience. A statistically significant relationship was observed, and district percentage of at-risk students was a statistically significant predictor of Hispanic student achievement on the ELA TAKS test in 11th grade. A multiple regression analysis was conducted on Hispanic students in 11th grade who passed the Mathematics TAKS test based on district percentages of Hispanic teachers, at-risk students, economically disadvantaged students, teacher turnover, and teacher experience. A statistically significant relationship was observed, and district percentage of at-risk students, economically disadvantaged students, and teacher turnover was a statistically significant predictor of Hispanic student achievement on the Mathematics TAKS test in 11th grade. A multiple regression analysis was conducted on Hispanic students in 11th grade who passed the Science TAKS test based on district percentages of Hispanic teachers, at-risk students, economically disadvantaged students, teacher turnover, and teacher experience. A statistically significant relationship was observed, and district percentage of at-risk students and teacher turnover was a statistically significant predictor of Hispanic student achievement on the Science TAKS test in 11th grade. A multiple regression analysis was conducted on Hispanic students in 11th grade who passed the Social Studies TAKS test based on district percentages of Hispanic teachers, at-risk students, economically disadvantaged students, teacher turnover, and teacher experience. A statistically significant relationship was observed, and district percentage of at-risk students and economically disadvantaged students were a statistically significant predictor of Hispanic student achievement on the Social Studies TAKS test in 11th grade. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas