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Fixed Effect Estimates of Student-Teacher Racial or Ethnic Matching in U.S. Elementary Schools
Paul L Morgan1,2, Eric Hengyu Hu1,2
1Department of Education Policy Studies, Penn State.
Early Childhood Research Quarterly
|January 16, 2023
Summary
Student-teacher racial matching showed minimal impact on academic achievement and behavior in U.S. elementary schools. While some benefits were observed for Black students, overall findings suggest limited support for this strategy to address educational disparities.
Area of Science:
- Education
- Psychology
- Sociology
Background:
- Student-teacher racial matching is a proposed strategy to improve educational equity.
- Existing research on its effects is mixed, necessitating further investigation.
Purpose of the Study:
- To examine the impact of student-teacher racial or ethnic matching on academic achievement, social-emotional behavior, and executive functioning in U.S. elementary students.
- To determine if matching influences the likelihood of receiving gifted or special education services.
Main Methods:
- Analysis of data from 18,170 U.S. elementary students using student fixed effects and statistical controls.
- Examination of 12 dependent measures, including academic achievement, behavior, executive functioning, and service receipt.
- Robustness checks including stratification by race, ethnicity, sex, and prior achievement/behavior/functioning levels.
Main Results:
- Mostly null effects were observed for student-teacher racial or ethnic matching across most measures.
- Matching was associated with lower science achievement for the full sample (ES = -0.03 SD).
- Specific benefits included fewer internalizing behaviors for Black students (ES = 0.18 SD) and fewer externalizing behaviors for Black girls (ES = 0.22 SD).
- Positive effects on behavior and achievement were noted for students with prior low functioning.
Conclusions:
- Student-teacher racial or ethnic matching demonstrates limited effectiveness as a school-based policy to address educational disparities.
- While some specific positive effects were found for certain student groups, the overall impact is minimal.
- Further research is needed to explore alternative strategies for promoting educational equity.
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