Influence of Teacher Characteristics On African American Student Math Achievement in Texas

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2012

Abstract

The achievement gap between African American and White students continues to be an issue of great concern for educators. The purpose of this study was to examine the influence of teacher characteristics on African American student math achievement: More specifically, the study examined years of teaching experience, campus teacher turnover, and the percentage of African American teachers on a campus to determine if these characteristics significantly influenced the percentage of African American students who passed the fifth grade Texas Assessment of Knowledge and Skills (TAKS) math test. There was also an analysis of principal perceptions of the influence of teacher characteristics on African American student math achievement. This mixed methods study utilized both quantitative and qualitative approaches. Data from the Texas Education Agency (TEA) data-base for 50 randomly selected Dallas County Title 1 public elementary campuses were collected for this study. The researcher utilized this data to conduct a multiple regression to look for statistical significant relationships among the data. Additionally, descriptive data for 2008-2010 were examined to observe differences that existed pertaining to years of teaching experience, campus teacher turnover, and the percentage of African American teachers on a campus. A qualitative approach using purposeful sampling techniques was employed to select principals for the interviews. Each interview was face-to-face, recorded, and lasted for at least 50 minutes. Recordings from each interview were transcribed and organized using a system of codes. The researcher wrote a description or essence of the phenomenon. This qualitative approach allowed the researcher to gain an understanding of the principal's perception as it relates to the influence of years of teaching experience, campus teacher turnover, and the percentage of African American teachers on a campus on African American student math achievement. This mixed methods study found no statistical significance among the quantitative data. The campus percentage of African American teachers, years of teaching experience, and campus teacher turnover did not predict how African American students would perform on the fifth grade TAKS math test. However, the qualitative data or information from the principal interviews indicated that teacher turnover was a factor in terms of how African American students performed on the fifth grade TAKS math test. Additionally, statements from the principals suggested that teachers who build positive relationships with students, set high expectations, and utilize good teaching practices that are aligned with the campus culture will have success with African American students.

Advisor

Wade Fish

Subject Categories

Education | Educational Administration and Supervision

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