The Relationship Between the Percentage of African-American Teachers on Public School Secondary Campuses and the Percentage of African-American Students Passing the Texas Assessment of Knowledge and Skills test (TAKS)
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Secondary; Sociology, Ethnic and Racial Studies; Education, Tests and Measurements
African-American, Assessment, TAKS, Texas
No Child Left Behind has caused educators to take a critical look at the achievement levels of all population groups on campus. African-American student achievement can no longer be masked by the achievement levels of other student populations. Educators must develop strategies to reduce the African-American achievement gap in order to meet Adequate Yearly Progress. This study examined the relationship between the percentage of African-American teachers on secondary Texas campuses and African-American student achievement. Academic achievement was measured by the use of the Texas Assessment of Knowledge and Skills Test (TAKS). The American College Test (ACT) and the Scholastic Aptitude Tests (SAT) were used as well. Bivariate Spearman correlations were conducted on all testing categorical data. The results of the study indicated either a significant negative relationship or no significant relationship at all between the percentage of African-American teachers and the percentage of African-American secondary student's achievement as measured by the TAKS, ACT, and SAT assessments.