Research Papers On Education In Black America

Tom Dee, an education professor at Stanford, conducted an experiment that many regard as the groundbreaking study in this field in 2004.Examining participants in Project STAR — a massive research project in Tennessee looking at the benefits of reducing class sizes — he found that black students who were assigned to a black teacher for at least one year between kindergarten and third grade saw their math scores improve by 3 to 5 percentile points; their reading scores jumped by 3 to 6 percentile points.“Research shows that [teachers of color] hold higher expectations for students of color,” Kisida said.

Tom Dee, an education professor at Stanford, conducted an experiment that many regard as the groundbreaking study in this field in 2004.Examining participants in Project STAR — a massive research project in Tennessee looking at the benefits of reducing class sizes — he found that black students who were assigned to a black teacher for at least one year between kindergarten and third grade saw their math scores improve by 3 to 5 percentile points; their reading scores jumped by 3 to 6 percentile points.“Research shows that [teachers of color] hold higher expectations for students of color,” Kisida said.

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Tracking Florida students between grades 3 and 10, the team found that white and black students made slight gains in both reading and math after being assigned to a same-race teacher (Asian/Pacific Island students assigned to same-race teachers realized gains in math alone).

Test score improvements like those are impressive, but they hardly settle the issue.

Multiple studies have suggested that white teachers simply have lower expectations of black students than of white students.

That may explain why black students are significantly less likely to be referred to gifted programs in the absence of a black teacher — even when their academic work would merit referral.

Partially, this is because Latinos are still much less likely to graduate from high school and college than whites, blacks, and Asians, and therefore are less likely to become teachers.

But even with a huge and growing mismatch between Latino teachers and students, we have little evidence on its effect.

While Latinos account for one-quarter of all American students, they make up less than 10 percent of all teachers.

Immigration from South America, Central America, Mexico, and the Caribbean will be the main driver of demographic change in the United States for the foreseeable future, and our education system isn’t keeping up with the times.

Between declining birth rates among whites and immigration from Asia and Latin America, experts project that racial minority groups will constitute a majority of the U. And if not, what can be done to introduce more diversity into the teaching ranks?

Those questions are increasingly on the minds of education researchers, many of whom spend their careers studying how to close troubling academic gaps between different student populations.