Student Achievement at Predominantly White and Predominantly Black Universities

Abstract

This study explored the National Teacher Examinations (NTE) performance of students with similar Scholastic Aptitude Test (SAT) scores who attended Jive predominantly black and 10 predominantly white universities. Except for two campuses, black graduates of predominantly white institutions scored higher on the NTE than black graduates of predominantly black institutions after SAT was controlled. When the graduates were grouped by race of student and predominant race of institution, both black and white graduates of predominantly white institutions received higher NTE scores than blacks and whites with similar SATs from predominantly black institutions. Uncontrolled, precollege differences among students may account for some of these differences in NTE performance, but the analysis suggests that the universities themselves are the more important influence.