- African American students with an African American teacher scored
significantly 1.44 points higher in mathematics than African American
students who did not have an African American teacher initially in
kindergarten.
- The gap between African American students with at least one African
American teacher and African American students with no exposure to
African American teachers increased significantly 0.64 points per year.
The fully conditional models did not show a significant difference in
scores by gender.
-
Regardless of whether and African American student had an African
American teacher, when controlling for gender, school poverty, and
community setting, those African American students in a school with a
lower percentage of minorities scored significantly higher than those
African American students in highly populated minority schools.
-
African American students with at least one African American teacher in
a low populated minority school scored 3.01 points higher at the end of
kindergarten than African American students with at least one African
American teacher in a highly populated minority school, with the gap
increasing 0.63 points per year.
-
African American students with no African American teacher in a low populated minority school scored 2.14 points higher at kindergarten than African American students with no African American teacher in highly populated minority schools, and the gap
increased 0.30 points each year.
-
Overall, when controlling for gender, school poverty, and percentage of
minorities in schools, the findings could not confirm that there was an
effect of African American teachers on the academic outcomes of African American students.