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- W2741036396 abstract "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." @default.
- W2741036396 created "2017-08-08" @default.
- W2741036396 creator A5079837336 @default.
- W2741036396 date "2017-07-27" @default.
- W2741036396 modified "2023-09-26" @default.
- W2741036396 title "Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades" @default.
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- W2741036396 doi "https://doi.org/10.1177/0013124517721948" @default.
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