Some research suggests that successful teachers of African American and Latino students hold high expectations, relate well to their students, know their subject well, and experience few classroom management problems due to their effective teaching (Badillo, 2006; Chenoweth, 2007; Delpit, 1995). According to Kunjufu (2002), successful teachers are master instructors holding high student expectations and that race and gender of an effective teacher does not impact academic achievement of African American students.

The purpose of this study was to explore characteristics of ten successful teachers of various ethnicities teaching African American and Latino students in a large K-12 high poverty, low income urban school in Southern California. In addition to ten teachers ranging in grades from fourth to twelfth, 736 students participated in the study. Teacher participation was based that on teachers who had the highest percentages of raising student test scores from below basic or basic to proficient or advanced on the yearly California Standardized Test (CST) from 2004-2005 and 2005-2006. Data was collected and analyzed based on classroom observations, teacher interviews, and student surveys.

Major findings from this study indicated that effective teachers: (1) generally used direct instruction rather than collaborative learning, (2) believed all students can learn and had high expectations for their students, (3) emphasized vocabulary and the use of academic language, and (4) relationally connected with their students and offered extra help to students outside of class. Other findings showed that most students described effective teachers simultaneously as strict, fun, and caring. This study also suggests that the race and culture of the teacher was not a factor of the teacher's ability to raise the achievement levels of at-risk African American and Latino students.