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

• In Event: Lightning Session: Education & Innovations in Science and Technology

Abstract

Background and Policy Context 

Algebra I serves as a critical milestone for Texas students, significantly influencing future academic and economic outcomes. Recent data indicate substantial concerns about student math achievement, with performance on the State of Texas Assessments of Academic Readiness (STAAR) not yet recovering fully to pre-pandemic levels. Policymakers emphasize Algebra I mastery as essential for accessing high-demand, high-wage careers. Despite policy efforts aimed at improving instructional quality, disparities in achievement persist, particularly for historically underserved racial and ethnic groups.

This study examines a potentially influential factor in student math success: teacher-student race/ethnic congruence. Prior research suggests congruent relationships between students and teachers of the same race or ethnicity can positively impact educational outcomes, yet its effects on Algebra I enrollment, course completion, and STAAR scores remain understudied in Texas.

Research Questions 

This study addresses three primary research questions:

1. Does having race/ethnic congruent teachers in grades 3–7 affect students' likelihood of enrolling in Algebra I by 8th grade?


2. Is race/ethnic congruence in grades 3–7 associated with higher Algebra I completion rates?


3. How does teacher-student race/ethnic congruence influence STAAR Algebra I test scores in 8th grade?

Data and Sample 

We use administrative data from the Texas statewide longitudinal dataset housed at the University of Houston Education Research Center (UH-ERC). Our analytic sample includes students across Texas public schools tracked longitudinally from grades 3 through 8. The dataset provides detailed student and teacher demographic information, as well as course enrollment and completion records, and STAAR End-of-Course (EOC) Algebra I test scores.

Empirical Strategy 

Our primary empirical approach employs a school-by-year fixed effects model. This strategy compares outcomes within the same schools over time, controlling for time-invariant unobserved school characteristics. We also implement student fixed effects models, comparing individual student outcomes over time to control for constant student-level attributes. Lastly, we use an instrumental variables (IV) strategy to address potential endogeneity, instrumenting race/ethnic congruence using the proportion of teachers within a student's grade who share their racial or ethnic identity.

Findings 

Our findings consistently indicate that having race/ethnic congruent teachers positively influences student outcomes across Algebra I enrollment, course completion, and standardized test performance. Specifically, Latinx and Black students demonstrate significant, robust improvements across all three measures when taught by congruent teachers. For White and Asian students, however, the results are less consistent, highlighting a complex relationship warranting further exploration.

Significance 

This research informs policy discussions aimed at improving Algebra I outcomes, particularly for historically underserved racial and ethnic groups. Results underscore the importance of diversifying the teaching workforce. Policymakers and educators may leverage these findings to strategically address persistent achievement gaps, ultimately supporting equitable math education and economic mobility.

Author

• Jacob Kirksey, Texas Tech University
  Presenting Author