– Overall, 68% of students in the kindergarten sample and 69% of first grade students were assigned to teachers who share their ethno-racial identity.
– Overall, 38% of kindergarten and 71% in first-grade classes use ability grouping for reading.
– 27% of African American kindergartners were placed in low ability groups compared with 25% of Latino/a kindergartners and 18% of White kindergarten students.
– Around 44% of African American and 46% of Latino/a first graders were placed in low ability groups compared with 37% of White first graders.
– Having a same-race teacher has no direct and independent effect on student placement in higher ability groups in the kindergarten.
– By first grade, placement with same-race teachers has a strong positive and significant effect on Latino/a students’ ability group placement and a marginally positive effect on African American students’ ability group placement.
– Once previous ability group placement is controlled for, placement with same-race teachers continue to be a positive and significant predictor of Latino/a students’ ability group placement in the first grade.
– Teachers’ perceptions about students’ learning abilities are influenced to a certain extent by student–teacher ethno-racial congruence resulting in significant postive effects on higher group placements in kindergarten and first grade.
– Both African American and Latino/a students are significantly less likely to be placed in higher reading ability groups compared with White students.
– Male kindergartners are significantly less likely to be placed in higher ability groups.
– The higher the percentage of African American students in class, the more likely students will be placed in higher ability groups.
– Students from higher SES are more likely to be placed in higher ability groups. However, as the average classroom SES increases, students are significantly less likely to be placed in higher ability groups.
Current Selections
ClearStudent–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
Parental Support and High School Students’ Motivation in Biology, Chemistry, and Physics: Understanding Differences Among Latino and Caucasian Boys and Girls
The authors examine if a variety of parental behaviors predict students’ ability self-concepts in and value they place on biology, chemistry, and physics.
Effects of Student Body Racial and Ethnic Demographics on Community College Student Persistence: A Correlational Inferential Study
1) What is the effect of racial and ethnic community college student body composition on student persistence? 2) Does the racial and ethnic composition of a community college’s student body have differential effects on the persistence of students from different racial and ethnic groups? 3) What is the effect of racial and ethnic student body composition on student academic and social engagement?
Predictors of Latina/o community college student vocational choice of STEM fields: Testing of the STEM-vocational choice mode
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?