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ERIC Number: EJ1201165
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Student-Teacher Race Congruence: New Evidence and Insight from Tennessee
Joshi, Ela; Doan, Sy; Springer, Matthew G.
AERA Open, v4 n4 Oct-Dec 2018
Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state's teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.
Descriptors: Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Racial Differences, Ethnicity, Teacher Characteristics, Student Characteristics, Teacher Effectiveness, Race, African American Students, Reading Achievement, Mathematics Achievement, Readiness, Minority Group Teachers, Minority Group Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Authoring Institution: N/A
Identifiers - Location: Tennessee