This article examines the relationship
between teacher certification, race, and socio-economic status and their impact
on school district accountability ratings in Mississippi. Our goal is to
understand better the confluence of factors impacting school accountability
ratings to inform proactive change. We
sampled 143 public school districts and utilized correlation and regression
techniques to determine the relationship and the predictive value among variables.
Our findings indicate that the percentage of African American students,
poverty, and teacher certification type are all correlated to district
accountability ratings. Furthermore, both the percentage of African American
students and the percentage of students living in poverty in Mississippi school
districts are strong predictors of school accountability ratings.