Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
Bibliographic Data
| ID | 9729129 |
|---|---|
| Authors | Neena Banerjee (0000-0002-6740-630X, Valdosta State University, GA, USA, corresponding author) |
| Year | 2019 |
| Volume | 51 |
| Issue | 3 |
| Pages | 395-422 |
| Publication date | 2019-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517721948 |
| OpenAlex | W2741036396 |
| Language | EN |
| Citations received | 3 |
| References cited | 58 |
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
Academic achievement · Ethnic group · Matching (statistics · Mathematics education · Multilevel model · Perception · Political science · Racial differences · Racial group · Reading (process · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
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| Unique citing works | 3 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2019 - 2024 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |