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- W4224007946 abstract "Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers and achievement by school level (i.e., elementary vs. middle schools) and self-contained classroom (i.e., self-contained vs. departmentalized classrooms). We find that the positive links between same race/ethnicity teachers and improved achievement are stronger for elementary school students and students in self-contained classrooms, particularly for Black students. Our findings highlight the importance of timing and frequent exposure to same race/ethnicity teachers in academic trajectories." @default.
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- W4224007946 date "2022-04-15" @default.
- W4224007946 modified "2023-09-28" @default.
- W4224007946 title "Timing and Frequency Matter: Same Race/Ethnicity Teacher and Student Achievement by School Level and Classroom Organization" @default.
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- W4224007946 doi "https://doi.org/10.1177/08959048221087212" @default.
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