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

* Data from Virginia Department of Education

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.

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.