Impact of Teacher and Student Ethnicity on Student Assessment

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburban school districts. This topic has ... continued below

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Barnes, Barbara May 2016.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 33 times . More information about this dissertation can be viewed below.

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  • Barnes, Barbara

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Description

The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburban school districts. This topic has been a subject of discussion since the late 10970s when Cardenas and Cardenas (1977) studeied the achievement among minority students and their White peers. The conversation continued through authors such as Takei and Shouse (2008), Hays (2011), Ladson-Billings (2006), Dee (2003,2005), and Brown (2006).

To answer these reserach questions, a hierarchical multiple regression analysis was conducted on the data collected. Although the study verified the achievement gap between minority students and White students, the study indicated no consistent pattern corroborating that minority students were more successful when taught by teachers of the same ethnicity. In many cases, students learned better with teachers of a different ethnicity. Black students were successful with Hispanic or White teachers, Hispanic students were successful with Black or White teachers, and White students were successful with Black or Hispanic students. The TAKS assessment scores were the only data used to support this analysis.

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  • May 2016

Added to The UNT Digital Library

  • June 28, 2016, 4:28 p.m.

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  • July 25, 2016, 12:30 p.m.

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Barnes, Barbara. Impact of Teacher and Student Ethnicity on Student Assessment, dissertation, May 2016; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc849641/: accessed December 11, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .