Achievement Gap

Testing required by the No Child Left Behind Act of 2001 (NCLB) shows:*

  2007-2008 2008-2009 2009-2010
% Passed White Black White Black White Black
CHARLOTTESVILLE            
English performance 92 72 94 78 94 70
Mathematics performance 91 66 93 69 94 70
Science performance 93 59 94 70 97 72
             
ALBERMARLE COUNTY            
English performance 94 77 95 83 95 81
Mathematics performance 92 74 93 82 94 81
Science performance 95 78 95 77 95 78
             
VIRGINIA            
English performance 91 78 93 81 93 81
Mathematics performance 88 73 90 77 91 79
Science performance 92 79 93 80 93 81
             
* Data from Virginia Department of Education


Research

Since the number of African American teachers nationally is relatively small (6% in 2001-02), it is not surprising that there is not extensive research on their effect. However, the research done to date shows a positive influence they can have on the performance of their African American students.

In a summary of the literature on this topic, Gay, Dingress, and Jackson (2003) state:

Students of Color tend to have higher academic, personal , and social performance when taught from their own ethnic groups.

Several individual teachers from different ethnic groups have demonstrated that when students of color are taught with culturally responsive techniques usually reserved for the gifted and talented, their academic performance improves significantly.

In addition, empirical research has found that increased minority representation among teachers and administrators is strongly associated with less discrimination against students, more favorable policies, and improved student performance. (see Selden, 1997, for a review). Meier, Stewart, and England (1989) found that school districts with more African American teachers adopted policies that were more beneficial for African American students.


All children

Meier, Wrinkle, and Polinard (1999) found that a more diverse faculty is associated with higher performance among students of color and white students.

Futrell (1999), a former teacher and a current dean of the Graduate School of Education and Human Development at the George Washington University, makes an important point. She states that while all teachers must have the skill, knowledge and training to be excellent teachers, it is equally important for all students to have the opportunity to be taught by a diverse group of teachers. Minority educators enhance students’ understanding of the intellectual, social, political, and economic complexity of our society.