Literaturnachweis - Detailanzeige
| Autor/inn/en | Lindsay, Constance; Monarrez, Tomas; Luetmer, Grace |
|---|---|
| Institution | Texas Education Research Center |
| Titel | The Effects of Teacher Diversity on Hispanic Student Achievement in Texas. Policy Brief |
| Quelle | (2021), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Diversity (Faculty); Hispanic American Students; Minority Group Teachers; Elementary Secondary Education; Achievement Gap; Disproportionate Representation; Racial Composition; Public Schools; Academic Achievement; Graduation Rate; Dropout Rate; College Attendance; Academic Persistence; Discipline; Texas |
| Abstract | Low levels of teacher diversity in U.S. elementary and secondary schools represent a wasted opportunity to narrow achievement gaps. Evidence from other states suggests that students of color have better outcomes in the classrooms of teachers of color, but the teaching workforce remains predominantly white. Teachers of color are underrepresented at all stages of the human capital pipeline into teaching, and demographic projections suggest that the problem is likely to worsen. Given the existing literature on teacher-student demographic match which mostly focuses on the positive effects of teacher-student race match for Black students, there are additional questions that have yet to be explored. These include the role of gender and matching effects for Latino and Hispanic students. In this report, the researchers study the effects of exposure to Hispanic and Latino teachers on Hispanic and Latino students' scholastic and economic outcomes in Texas public schools, where the Hispanic share of teachers has increased from 15 percent to 27 percent from 1995 to 2018. The research design relies on within-school comparisons over time that control flexibly for variation in outcome dynamics across school districts. The researchers study short- and medium-term outcomes (e.g., standardized exam scores, discipline rates, and high school dropout rates) and long-term outcomes (e.g., high school graduation rates, college enrollment, college persistence, and college graduation) and find that exposure to teachers of color significantly improves short- and medium-term outcomes among elementary school students. The effects of teacher diversity are smaller and less precisely estimated for later grades and for long-term outcomes. These findings highlight the importance of policies aimed at increasing the representation of teachers of color in public schools. (ERIC). |
| Anmerkungen | Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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