Abstract
AbstractPrevious research has shown that as a group the reading achievement of father-absent elementary school boys is very low. It has been hypothesized that these boys might benefit from instruction by a male teacher. This study investigated whether assigning father-absent sixth grade boys to male teachers would result in higher academic achievement than that of similar boys assigned to female teachers, holding fifth grade achievement test scores and intelligence quotients statistically constant. Results indicated that male teachers had no significant effect upon the academic achievement of these boys. It is suggested that strategies other than assignment to male teachers be pursued by educators committed to helping improve the academic achievement of these boys.
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