Student-Teacher Race Congruence: New Evidence and Insight From Tennessee
Principal Investigator(s): View help for Principal Investigator(s) Ela Joshi, Vanderbilt University; Sy Doan, Vanderbilt University; Matthew Springer, University of North Carolina - Chapel Hill
Version: View help for Version V1
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Project Citation:
Joshi, Ela, Doan, Sy, and Springer, Matthew. Student-Teacher Race Congruence: New Evidence and Insight From Tennessee. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-12-19. https://doi.org/10.3886/E107837V1
Project Description
Summary:
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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.
Scope of Project
Subject Terms:
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race ;
education;
teachers
Geographic Coverage:
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Tennessee
Data Type(s):
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administrative records data
Methodology
Data Source:
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Tennessee Education Research Alliance
Unit(s) of Observation:
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Student
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