Factors related to the academic achievement of African American students in two northeastern Louisiana school districts

Donna S. Washington Jones

Abstract

This study was designed to examine factors related to the academic achievement of African American students. The purpose was to determine the relationship between the composite set of predictor variables: economic status of African American students, school location, the ethnic make-up of school faculty, grade-level, students' gender, ability group placement, teachers' perception of the students' academic ability, the ethnic make-up of the student population and the criterion variable of academic achievement. The study involved 1st-, 3rd-, 5th-, 7th- and 11th-grade African American students enrolled in nine public schools in urban, rural and suburban communities in two school districts. One elementary, one junior high and one high school were randomly selected from each of the three communities in the two school districts. A randomly selected sample of 477 African American students and 77 grade-level teachers participated in the study. Results indicated that there was a significant relationship between the criterion variable academic achievement and the composite set of independent variables: economic status of African American students, school location, the ethnic make-up of school faculty, grade-level, students' gender, ability group placement, teachers' perception of the students' academic ability and the ethnic make-up of the student population. Data also revealed a significant independent relationship between the criterion variable of academic achievement and the variables of economic status and ability group placement.