Teacher-Student Demographic Match and Identification for Discretionary Educational Placements

• In Event: Unveiling the Hidden Infrastructures in Schools: The Role of Race and Place in Reproducing (In)Equity

Abstract

A host of recent literature suggests benefits to Black children of being matched to same-race teachers. We extend this literature to explore whether being matched to a Black teacher is associated with Black students’ likelihood of being placed in two types of discretionary educational placements in the following academic year: gifted education, and special education. While we do not find that access to Black teachers affects students’ likelihood of gifted placement, Black students matched to Black teachers are less likely to be placed in special education. The results are strongest for Black boys, particularly those who are also economically-disadvantaged, and are strongest for disabilities with more discretion in placement.

Authors

• Cassandra M.D. Hart, University of California - Davis
  Presenting Author

• Constance A. Lindsay, University of North Carolina - Chapel Hill
  Non-Presenting Author