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¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pairing teachers and students of the same race significantly increases reading and math achievement of both Black and White students, per research the agenda attributes to others. → Sebring 2021

Evidence¶

Sebring 2021¶

Sebring, Sall, Kheraj, Davis, Allensworth, de la Torre, & Beechum. (2021). Research and Engagement Agenda, 2021–25. UChicago Consortium on School Research. https://www.5-essentials.org/cps/5e/2018/s/610268/essentials/families/#trends?c=district&o=-change

q2 · i? · theoretical · r2

The agenda reports second-hand, citing Dee (2004), that race-matched pairing "significantly increases the reading and math achievement of both Black and White students"; it also cites Gershenson et al. (2017) on raised high school completion probability. The underlying studies' designs are not described here.

"But research by others has established the benefits of pairing teachers and students of the same race. It significantly increases the reading and math achievement of both Black and White students."

Discussion¶

Related Claims¶

• Alternative and traditionally certified teachers were similar on academic credentials but differed in race, education major, concurrent coursework, and first-year mentoring — related
• Having a race-matched teacher is associated with higher test scores and long-term academic benefits for Black students — possibly the same claim (merge candidate)
• Attending racially integrated schools is associated with higher academic achievement and improved long-term educational and economic outcomes for students of color, with no academic harm for white students — related