Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers¶

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

Subclaims¶

q2 i? North Carolina k–5 data (2006–2010) showed students with teachers of another race had more unexcused absences and greater likelihood of chronic absenteeism than race-matched students, with boys of color taught by White teachers most affected. → Carver-Thomas 2018 q2 i? Black students with more Black teachers were less likely to experience exclusionary discipline (suspension and expulsion), including for subjectively judged incidents such as willful defiance. → 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? · associational · r?

The review reports a longitudinal study of North Carolina k–5 students and teachers, 2006–2010, comparing race-matched and non-matched assignments on absences. It adds that boys of color with White teachers were more likely to be chronically absent and suspended.

"A study using longitudinal data on North Carolina k–5 students and teachers between 2006 and 2010, found that students with teachers of another race had more unexcused absences and an increased likelihood of being chronically absent than students with race-matched teachers."

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? · associational · r?

The review reports a study of North Carolina elementary, middle, and high school students finding lower exclusionary discipline for Black students taught by more Black teachers, including for subjective incidents like "willful defiance." Non-Black students also showed lower discipline likelihood, though less extremely.

"Black students with more Black teachers were less likely to experience exclusionary discipline; that is, suspension and expulsion."

Discussion¶

Related Claims¶

• Students of color benefit academically and behaviorally from having teachers of the same race. — possibly the same claim (merge candidate)
• North Carolina's teacher workforce is far less racially diverse than its student population — related
• Frequent RJ use by teachers shows preliminary indications of reducing the racial discipline gap, though disparities persist — related
• Exclusionary discipline harms students and disproportionately affects students of color, so tracking suspension data can promote positive interventions — related
• Teachers who implemented restorative justice frequently had better student relationships and issued fewer referrals, with preliminary indications of reduced racial discipline gaps that were not fully eliminated — related
• Shifting to restorative practices reduced exclusionary discipline and its racial disparities while improving climate and achievement — related
• Exclusionary discipline disproportionately affects students of color from low-income families and students with disabilities, who receive harsher penalties than peers for similar behaviors — related
• Having a race-matched teacher is associated with higher test scores and long-term academic benefits for Black students — related