Reported is a study comparing black and white teachers' perceptions of eight factors that comprise the organizational climate in recently desegregated schools. (GW)

The authors report the results of a study in which they sought to determine the effect of the race of a book's primary characters on the reading motivation of 3rd-grade students in Mississippi. Students (N = 35) from 2 3rd-grade classrooms chose books with covers that depicted main characters who were either Black or White. The authors sought to…

In an analysis of the National Teacher Examination (NTE), the authors found that the weighted common examination scores are significant predictors of effective teaching (student achievement), if the variance shared with teacher race is included. (Author/MJB)

Matching of students and teachers on the basis of race did not improve student performance, but students of black teachers with less than five years' experience were found to have better vocabulary achievement than students of white teachers with similar experience. (MM)

Reports a Louisiana study that investigated relationships between black high school students' academic achievement and their peers' and families' socioeconomic and social status. Test scores, school data, and student surveys indicated that family poverty status, family social status, and peers' family social status all influenced individual…

Reports a study that examined drug use among 579 high school students of whom 102 were black. Self-report surveys indicated, among other findings, that white students were more likely than black students to have had exposure to drugs. Black males reported the highest self-esteem and white females the lowest. (SM)

Used data from the 1988 National Education Longitudinal Study to examine relationships between 12 types of parent involvement and 8th-grade mathematics and reading scores. Results showed statistically significant differences in the relationship between parent involvement and student achievement according to race/ethnicity and family income, how…

School transfers were traced through the first five years of elementary school for 767 Baltimore (Maryland) children. Data on transfers, grade level progression, special education placements, achievement, family circumstances, and race indicated that school transfers were frequent, and patterned along racial, ethnic, and socioeconomic lines.…

An elementary school staff development program was designed to reduce disparity in educational achievement across race and sex. Researchers compared achievement test scores, attitudes, perceptions of teacher practices, and grade retention for students of teachers who did and did not complete the program. Results showed the program had few positive…

This study examined the relation of parental involvement and empowerment to elementary student test performance. Surveys of parents and data on student achievement and on school and student characteristics indicated that parent involvement consistently correlated with student test performance, even when controlled for school or student…

This study examined retention in grades K-8 using data from the 1988 National Education Longitudinal Study. Male, minority, and lower socioeconomic status (SES) students were more likely to be retained. Retention related to less optimal academic and personal-social outcomes, particularly for female, white, and higher SES students. (SM)

Study examined whether adaptive and maladaptive functioning related to academic achievement in African-American and white students. Parent interviews indicated adaptive and maladaptive behaviors predicted grade point average and achievement test scores for white students, but only maladaptive behavior predicted scores for African-American…