Abstract
This study examines student-teacher “racial match” for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with student achievement (N = 165,410 students, 23,710 teachers). Effects on Level 1 random slope parameters suggest that a match of Black male students with Black teachers is associated with higher reading scores for this group, as is a match of Black female students with a Black or Hispanic teacher. Level 2 effects suggest that greater classroom composition of Black males is associated with lower reading achievement. Moderation by gender and implications for educational policy are discussed.
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
