Educators are often encouraged to provide minority teachers for minority students; yet empirical evidence about the academic effects of such a practice is limited. This study compares the reading achievement of Chicano students with Anglo teachers and Chicano students with Hispanic teachers. Subjects were 2,129 third and fourth-graders in Title I schools in a large, urban, southwestern school district. An analysis of covariance, controlling for pre-test scores, shows no difference in post-test scores between the two groups of children at either grade level.
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