Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
Material type:
ArticlePublication details: Sage, 2019.Description: Vol 51, Issue 3, 2019:(395-422 p.)Subject(s): Online resources:
In:
Education and urban societySummary: This article investigates the relationship between student–teacher ethno-racial matching and students’ placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers’ perception of students’ learning behavior, a variable that has been linked to teacher–student racial congruence in the literature, has a strong positive effect on ability group placement in kindergarten and first grades. These findings have implications for minority teacher recruitment policies in school districts.
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E-Journal
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Library, SPAB | Vol. 51 (1-9) 2019 | Available |
This article investigates the relationship between student–teacher ethno-racial matching and students’ placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers’ perception of students’ learning behavior, a variable that has been linked to teacher–student racial congruence in the literature, has a strong positive effect on ability group placement in kindergarten and first grades. These findings have implications for minority teacher recruitment policies in school districts.
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