| 000 | 01525nab a2200241 4500 | ||
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| 999 |
_c10898 _d10898 |
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| 003 | OSt | ||
| 005 | 20201209122535.0 | ||
| 007 | cr aa aaaaa | ||
| 008 | 201209b ||||| |||| 00| 0 eng d | ||
| 100 |
_a Cheng, Dorothy A. _932639 |
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| 245 | _aTeacher Racial Composition and Exclusion Rates Among Black or African American Students | ||
| 260 |
_bSage, _c2019. |
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| 300 | _aVol 51, Issue 6, 2019(822-847 p.) | ||
| 520 | _aExpulsion and suspension rates among African American students are the highest of all racial groups across elementary, middle, and high schools. This study investigates whether a more racially diverse teaching force could alleviate exclusion rates among Black students. Using administrative data from the universe of K-12 public schools in the state of Wisconsin from 2002-2003 to 2012-2013 and employing a school fixed effects approach, results suggest that increasing the representation of Black teachers by even a single percentage point is associated with lower suspension rates among Black students at the high school level. Across levels of schooling, exclusion rates of White students are unrelated to teacher racial composition. | ||
| 650 |
_aschool discipline, _933775 |
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| 650 |
_asuspension rate, _933776 |
||
| 650 |
_aexpulsion rate, _933777 |
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| 650 |
_a teacher race, _933418 |
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| 650 |
_a representative bureaucracy _933778 |
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| 773 | 0 |
_010744 _915403 _dSage Publisher, _tEducation and urban society |
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| 856 | _uhttps://doi.org/10.1177/0013124517748724 | ||
| 942 |
_2ddc _cART |
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