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

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...

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Bibliographic Details
Published in:AERA open 2018-10, Vol.4 (4)
Main Authors: Joshi, Ela, Doan, Sy, Springer, Matthew G.
Format: Article
Language:English
Subjects:
African American Students
Elementary Education
Elementary School Mathematics
Elementary Schools
Ethnicity
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Mathematics Achievement
Minority Group Students
Minority Group Teachers
Race
Racial Differences
Readiness
Reading Achievement
Student Characteristics
Students
Teacher Characteristics
Teacher Effectiveness
Teacher Evaluation
Teacher evaluations
Teacher Improvement
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Summary: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.
ISSN:2332-8584
2332-8584
DOI:10.1177/2332858418817528