Race/Ethnic Congruence and Algebra I Success Among Texas Middle School Students

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 1
  In Roundtable Session: Teachers as Agents of Equity: Data, Democracy, and Instructional Change

Abstract

This study examines whether race/ethnic congruence between students and math teachers in grades 4–7 increases early access to Algebra I and improves performance. Using statewide administrative data from Texas and a rigorous empirical strategy—including school-by-year and student fixed effects, as well as an instrumental variables model—we find that congruence significantly boosts Algebra I completion and test scores for Black and Latinx students. Effects are cumulative, with four years of congruent teachers leading to gains of 8–11 percentage points in completion and 0.10 SD in achievement. Results support expanding policies that strengthen teacher diversity as a mechanism for improving advanced math access among historically underserved student populations.

Authors

• Jacob Kirksey, Texas Tech University

• Raven Morris, Texas Tech University

• Sarah Stultz, Texas Tech University