Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07

Autor/inn/en	Egalite, Anna J.; Kisida, Brian; Winters, Marcus A.
Institution	Harvard University, Program on Education Policy and Governance
Titel	Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07
Quelle	(2014), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Change; Race; Student Characteristics; Teacher Characteristics; Elementary School Students; Secondary School Students; Elementary School Teachers; Secondary School Teachers; Public Schools; African American Students; White Students; Asian American Students; Reading Achievement; Mathematics Achievement; Achievement Gains; Minority Group Teachers; Florida + Suchen Sie Ihr Suchwort? Schulleistung; Wandel; Rasse; Abstammung; Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung
Abstract	Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by students' prior performance level, finding that lower-performing black and white students appear to particularly benefit from being assigned to a race-congruent teacher. An appendix provides a test of the authors' hypothesis and supplemental tables. (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01