With the advent of No Child Left Behind legislation in 2002 and its mandates for annual yearly progress for all students, many districts and schools in Texas have had difficulty elevating African American and Hispanic students’ scores. The current study examined these students’ achievement on the annual Texas high-stakes measure as a function of a numerical construct that aligns the race/ethnicity of students when the teacher race is White. Earlier studies have shown that racial/ethnic compatibility between students and teachers improves student achievement in the primary grades. The study, which was set in 10 north Texas school districts and 30 high schools, middle schools, and elementary schools, examined African American and Hispanic students’ achievement on the Texas state assessments in reading and mathematics over a 10-year period. District performance data came from 4,664,192 African American, Hispanic, and White students and 222, 834 White teachers. Campus level data encompassed 188,839 10th graders, 93,573 eighth graders, and 40,083 fourth graders, and 20,471 White teachers. Analysis revealed that, as the ratios of African American and Hispanic students to White teachers increased, the percentages of these two student groups passing the Texas assessments decreased. These patterns differed for White students whose passing percentages increased as these students’ numbers increased relative to White teachers in all settings except in elementary schools. These preliminary findings suggested that racial alignment at the high school and middle school levels might elevate African American and Hispanic achievement. Implications may lead to shifting focus on teacher quality and class size as the primary determinants of student achievement. Findings need validation with further study using larger data sets and sequential grade levels. If validated through further studies involving larger samples, contiguous grade levels, and more sophisticated statistical analysis, this study’s findings may have implications for teacher education curriculum, recruitment of minority teacher candidates, workforce retention, and state policy on class size limits.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc103326 |
| Date | 12 1900 |
| Creators | Hays, James M. |
| Contributors | Harris, Mary M., Bullock, Lyndal M., Contreras, Gloria, Clark, Allen |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Coverage | 1999-2008 |
| Rights | Public, Hays, James M., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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