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An Investigation of the Impact of Racially Diverse Teachers on the Reading Skills of Fourth-Grade Students in a One Race School
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Burt, Jo Linn; Ortlieb, Evan T.; Cheek, Earl H., Jr. – Reading Improvement, 2013
Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90% of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect…
Descriptors: Reading Skills, Grade 4, Diversity (Faculty), Minority Group Students