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ERIC Number: EJ940675
Record Type: Journal
Publication Date: 2011-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0042-0859
Ethnic Matching, School Placement, and Mathematics Achievement of African American Students from Kindergarten through Fifth Grade
Eddy, Colleen M.; Easton-Brooks, Donald
Urban Education, v46 n6 p1280-1299 Nov 2011
Educators, administrators, and policymakers focus much attention on closing the achievement gap, and various approaches have been suggested. The present study focuses on one approach being suggested: student-teacher ethnic matching. The study focused on the long-term contributions of African American ethnic matching to mathematical test scores of 1,200 African American students from the Early Childhood Longitudinal Kindergarten--fifth data set. Employing a two-level growth model, this study of impact from student-teacher ethnic matching revealed that a student having at least one teacher who ethnically matched themselves between kindergarten and fifth grade had a significant impact on mathematics achievement. (Contains 3 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey