Published Online in: American Educational Research Journal March 6, 2024
Cassandra Hart, University of California, Davis Constance Lindsay, University of North Carolina at Chapel Hill
A host of recent literature suggests benefits to Black children of being matched to same-race teachers. We extend this literature to explore whether being matched to a Black teacher is related to Black students’ likelihood of being identified for two types of discretionary educational services in the following academic year: gifted education, and special education. While we do not find that access to Black teachers affects students’ likelihood of gifted identification, Black students matched to Black teachers are less likely to be identified for special education. The results are strongest for Black boys, particularly those who are also economically-disadvantaged, and are strongest for disabilities with more discretion in identification.
Read the press release: "Study: Black Boys Are Less Likely to Be Identified for Special Education When Matched with Black Teachers"
Study citation: Hart, C. & Lindsay, C. (2024). Teacher-student race match and identification for discretionary educational services. American Educational Research Journal. Prepublished March 6, 2024.
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