A COMPARISON OF THE ACADEMIC PERFORMANCE OF NATIVE AFRICAN AMERICAN STUDENTS AND IMMIGRANT AFRICAN AMERICAN STUDENTS IN MATH AND READING: IMPLICATIONS FOR SCHOOL LEADERS
Augustus, Lorena Denise
MetadataShow full item record
Despite the emphasis on student achievement over the past 30 years, principals, teachers, and school leaders continue to make a concerted effort to address the definitive achievement gap, specifically between African Americans and Whites. While the gap may be narrowing, African American students underperform their peers and the opportunity for achieving at the same level as or better than their White, Hispanic, and Asian counterparts has continued to elude African American students. In a myriad of studies, the African American group encompasses the performance of all African American students, whether they have recently immigrated from Africa or other countries. This study compared the academic achievement of elementary-age African American students on TAKS. The findings indicate Immigrant African American students perform better than Native African American students in reading; and in math, Native African American students perform better than Immigrant African American students. There were areas where the results were statistically significant.