Timing and Frequency Matter: Same Race/Ethnicity Teacher and Student Achievement by School Level and Classroom Organization

Autor/inn/en	Hwang, NaYoung; Graff, Patrick; Berends, Mark
Titel	Timing and Frequency Matter: Same Race/Ethnicity Teacher and Student Achievement by School Level and Classroom Organization
Quelle	In: Educational Policy, 37 (2023) 5, S.1349-1379 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, NaYoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221087212
Schlagwörter	Teacher Characteristics; Student Characteristics; Race; Academic Achievement; Elementary School Students; Middle School Students; Classrooms; Class Organization; African American Students; Hispanic American Students; White Students; African American Teachers; Minority Group Teachers; White Teachers; Indiana + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Classroom; Klassenraum; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers and achievement by school level (i.e., elementary vs. middle schools) and self-contained classroom (i.e., self-contained vs. departmentalized classrooms). We find that the positive links between same race/ethnicity teachers and improved achievement are stronger for elementary school students and students in self-contained classrooms, particularly for Black students. Our findings highlight the importance of timing and frequent exposure to same race/ethnicity teachers in academic trajectories. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01