%0 Journal Article
%T Student
%A Ela Joshi
%A Matthew G. Springer
%A Sy Doan
%J AERA Open
%@ 2332-8584
%D 2018
%R 10.1177/2332858418817528
%X 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
%K student teacher assignment
%K minority teachers
%K minority students
%K teacher quality
%K race-matching
%K race congruency
%U https://journals.sagepub.com/doi/full/10.1177/2332858418817528