Examining Middle School Minority Males' Student Achievement: Is Student-Centered Instructional Coaching Effective?

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-16 - Strategies for Ensuring Black Student Success in Education: Insights From Research

Abstract

Common assessment scores often reveal identifiable achievement gaps between both minority students and students with low socioeconomic status. Acknowledging the critical element of the teacher, this research prepared teachers to use student-data to plan instruction in effort to improve the common assessment scores in English Language Arts(ELA) and Mathematics among middle school(MS) black male students. A nine-week pilot study involving MS teachers and an instructional coach examined to what extent does student-centered instructional coaching influence the scores of MS minority males (n=70). Mixed methods data analysis suggested statistical significance of instructional coaching in ELA, but not in Mathematics. Results suggested other factors, including effective classroom management and lesson preparation, have an equal impact on the success of instructional coaching.

Authors

• Andrea M. Kent, University of South Alabama

• Maegan Ford, University of South Alabama

• Andre M. Green, University of South Alabama