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ERIC Number: ED562618
Record Type: Non-Journal
Publication Date: 2014
Pages: 37
Abstractor: As Provided
Reference Count: 51
Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07
Egalite, Anna J.; Kisida, Brian; Winters, Marcus A.
Program on Education Policy and Governance
Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by students' prior performance level, finding that lower-performing black and white students appear to particularly benefit from being assigned to a race-congruent teacher. An appendix provides a test of the authors' hypothesis and supplemental tables.
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Program on Education Policy and Governance
Identifiers - Location: Florida