Having a race-matched teacher is associated with higher test scores and long-term academic benefits for Black students¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a reanalysis of Tennessee STAR data, Black elementary students with Black teachers had reading and math test scores 3 to 6 percentile points higher than students without Black teachers, with gains accumulating each year with a race-matched teacher. → Carver-Thomas 2018 q2 i? A second reanalysis of the same data found Black k–3 students assigned a Black teacher were 15% less likely to drop out of high school and 10% more likely to take a college entrance exam. → Carver-Thomas 2018 (2)

Evidence¶

Carver-Thomas 2018¶

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession doi:10.54300/559.310

q2 · i? · review · r2

The review reports, citing a reanalysis of Tennessee STAR class size study test score data, that race-matched Black students scored "3 to 6 percentile points higher" and that gains accumulated with each year of assignment. No standardized effect size is printed.

"One reanalysis of test score data from the Tennessee STAR class size study found that Black elementary students with Black teachers had reading and math test scores 3 to 6 percentile points higher than students without Black teachers and that gains in test scores accumulated with each year students were in a class with a race-matched teacher."

Carver-Thomas 2018 (2)¶

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession. doi:10.54300/559.310

q2 · i? · review · r2

The review attributes this long-term finding to a second reanalysis of the same Tennessee STAR data. The printed magnitudes are "15% less likely to drop out of high school" and "10% more likely to take a college entrance exam"; no standardized effect size is reported.

"That study found that Black k–3 students assigned to a Black teacher in their first year of the STAR program were 15% less likely to drop out of high school and 10% more likely to take a college entrance exam."

Discussion¶

Related Claims¶

• Research by others indicates pairing teachers and students of the same race significantly increases reading and math achievement of Black and White students and raises high school completion probability — possibly the same claim (merge candidate)
• Students of color benefit academically and behaviorally from having teachers of the same race. — related
• Teacher impacts on Black students' test scores vary widely, from 0.2 standard deviations in middle school English to 0.5 standard deviations in elementary school math between high- and low-effectiveness teachers — related
• Teacher effects are cumulative and long-lived: sequences of effective versus ineffective teachers produce vastly different fifth-grade math outcomes in Tennessee — related
• Teacher-student racial match benefits students, including lower dropout and higher college enrollment for Black students — related
• Having a teacher highly effective for Black students shows no detrimental effect on non-Black students' test scores — related
• Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers — related
• Race-specific value-added scores predict teachers' subsequent effects: Black students taught by a teacher with high prior effectiveness for Black students show gains of about one standard deviation when the teacher moves schools or grades — related