Student-Teacher Race Congruence: New Evidence and Insight from Tennessee

Autor/inn/en	Joshi, Ela; Doan, Sy; Springer, Matthew G.
Titel	Student-Teacher Race Congruence: New Evidence and Insight from Tennessee
Quelle	In: AERA Open, 4 (2018) 4, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Springer, Matthew G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	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; Tennessee + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Rassenunterschied; Ethnizität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01