Students of color benefit academically and behaviorally from having teachers of the same race.¶

Claim · All claims
Evidence · 1 study (3 entries) · review r1–r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pairing African American students with a same-race teacher decreased suspension rates for African American males by as much as 15 to 18 percent. → Gold 2020 q2 i? Having one African American teacher in elementary school reduced the dropout rate of low-income Black men by nearly 40 percent (North Carolina study). → Gold 2020 (2) q2 i? African American students in Boston performed better on state math and reading tests with an African American teacher than with a white teacher. → Gold 2020 (3)

Evidence¶

Gold 2020¶

Gold, T. (2020). Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States. Digital Promise. https://digitalpromise.org/2020/03/24/pipeline-and-retention-of-teachers-of-color-systems-and-structures-impeding-growth-and-sustainability-in-the-united-states/ doi:10.51388/20.500.12265/96

q2 · i? · review · r2

Secondhand report of Lindsay & Hart (2017): same-race teacher pairing reduced suspension rates for African American males "by as much as 15 to 18 percent, depending on the gender of the teacher"; descriptive percentage, no standardized effect size printed.

"pairing African American students with a teacher of the same race led to a decrease in suspension rates for African American males by as much as 15 to 18 percent, depending on the gender of the teacher"

Gold 2020 (2)¶

Gold, T. (2020). Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States. Digital Promise. https://digitalpromise.org/2020/03/24/pipeline-and-retention-of-teachers-of-color-systems-and-structures-impeding-growth-and-sustainability-in-the-united-states/. doi:10.51388/20.500.12265/96

q2 · i? · review · r1

Secondhand report of Gershenson et al. (2017) finding that exposure to one African American elementary teacher reduced dropout rates for low-income Black men by nearly 40 percent; descriptive percentage, no standardized effect size printed.

"One study in North Carolina found that having one African American teacher in elementary school would reduce the dropout rate of low-income black men by nearly 40 percent (Gershenson, et al., 2017)."

Gold 2020 (3)¶

Gold, T. (2020). Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States. Digital Promise. https://digitalpromise.org/2020/03/24/pipeline-and-retention-of-teachers-of-color-systems-and-structures-impeding-growth-and-sustainability-in-the-united-states/. doi:10.51388/20.500.12265/96

q2 · i? · review · r2

Secondhand report of Egalite et al. (2015) finding African American students in Boston performed better on state math and reading tests with an African American teacher versus a white teacher; no effect size is printed.

"African American students performed better on state math and reading tests if they had an African American teacher compared with African American students with white teachers (Egalite, et al., 2015)."

Discussion¶

Related Claims¶

• In-school suspension rates nearly doubled for African American high school students between 2008-09 and 2013-14 while remaining steady for other groups — related
• At racially/ethnically diverse schools, African American boys are suspended at about 13 percentage points higher rates than other students in the same school — related
• African American and Latinx teacher candidates fail state certification assessments (Praxis I and II) at much higher rates than white candidates, while performance assessments show smaller disparities. — related
• Teachers of color face retention pressures including placement in high-poverty schools, pigeonholing into race-based roles, undervalued ideas, and an unrecognized invisible tax of extra duties. — related
• Suspensions in California lowered graduation rates by nearly 7 percentage points after controlling for other dropout factors — related
• Having a race-matched teacher is associated with higher test scores and long-term academic benefits for Black students — related
• Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers — possibly the same claim (merge candidate)
• Having a school leader of color is associated with higher math achievement, greater gifted-program access, and lower suspension rates for students of color — related
• Suspension is associated with long-term harms including higher risk of grade retention, dropout, and juvenile justice involvement — related
• Teacher diversity benefits all students regardless of race or ethnicity, while only about 20% of U.S. teachers are of color — a broader claim this one bears on
• Teacher-student racial match is linked to better social, emotional, and academic outcomes, including lower dropout and higher college enrollment for Black students — a broader claim this one bears on
• 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
• Students of color and students with disabilities are disproportionately suspended and referred to law enforcement relative to their enrollment — related
• Students who attend schools with higher suspension rates are more likely to be arrested and incarcerated as adults and less likely to attend a 4-year college — related
• African American boys received out-of-school suspensions at five times the rate of white/Asian boys in CPS high schools in 2013-14 — related