A Practitioner’s Guide to Responding to COVID-19 Series: Predicting the Impact of COVID-19 on Out-of-School Learning Loss
A Practitioner’s Guide to Responding to COVID-19 Series: Guides and Tools for State and Local School Administrators
A Practitioner’s Guide to Responding to COVID-19 Series: Successful Initiatives that Offset Out-of-School Learning Loss
A Practitioner’s Guide to Responding to COVID-19 Series: The Impacts of Extended Learning Programs on Academic Achievement
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
This study found that Black primary-school students matched to a same-race teacher perform better on standardized tests and face more favorable teacher perceptions, yet little is known about the long-run, sustained impacts of student-teacher demographic match. Assigning a Black male to a Black teacher in the third, fourth, or fifth grades significantly reduces the probability that he will drop out of high school, particularly among the most economically disadvantaged Black males. Exposure to at least one Black teacher in Grades 3–5 also increases the likelihood that persistently low-income students of both sexes aspire to attend a four-year college. These findings are robust across administrative data from two
states and multiple identification strategies, including an instrumental variables strategy that exploits within-school, intertemporal variation in the proportion of Black teachers, family fixed-effects models that compare siblings who attended the same school, and the random assignment of students and teachers to classrooms.
U.S. Department of Education