Background: A potential target of educational policies or practices to address racial or ethnic disparities in school functioning is to increase the extent to which Black and Hispanic students are taught by teachers who are of the same race or ethnicity. Exposure to teachers of the same race or ethnicity may help provide Black and Hispanic students with teachers with higher educational expectations (Fox, 2016; Gershenson et al., 2016) that are better able to serve as role models, mentors, and cultural translators (Egalite et al., 2015; Goldhaber et al., 2015; Redding, 2019). Positive effects of racial or ethnic match between students and teachers are evident on measures of academic achievement and classroom behavior in analyses of large samples (Downey & Pribesh, 2004; Easton-Brooks, D., Lewis, C. & Zhang, 2009; Eddy & Easton-Brooks, 2011; Lindsay & Hart, 2017; Rasheed et al., 2020; Yarnell & Bohrnstedt, 2018). Yet other work suggest that teacher-student racial or ethnic matching may result in null or, at times, negative findings (Driessen, 2015; Ehrenberg et al., 1995; Redding, 2019). Analyses of kindergarten and first grade students failed to indicate that Black students who had Black teachers displayed relatively greater reading or mathematics achievement over time in analyses adjusted for teacher fixed effects (Fryer & Levitt, 2004). Findings initially indicative of positive effects of student-teacher racial or ethnic matching have failed to replicate in re-analyses using additional statistical controls (Howsen & Trawick, 2007). A review of 24 quantitative studies recently indicated that "there is as yet little unambiguous empirical evidence" (Driessen, 2015, p. 179) of positive effects of student-teacher racial or ethnic congruence. The extant work also has limitations. Few studies have used analytical techniques that allow for causal inference including by accounting for unobserved confounds (Dee, 2004, Egalite et al., 2015; Joshi et al., 2018; Penney, 2017). These few studies have mostly analyzed state-level datasets and included middle and high school students and so have provided state-specific estimates to may not generalize to the U.S. elementary school population. Purpose: We analyzed data from a subsample of students participating in a population-based cohort and for whom an extensive battery of 12 measures of academic, behavioral, and executive functioning as well as service receipt had been repeatedly administered over time. Based on two recent reviews of the extant work we expected to observe small effects of student-teacher racial or ethnic matching (Driessen, 2015; Redding, 2019). Dataset: We analyzed the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K: 2011). The ECLS-K: 2011 collected data on individual student's academic, behavioral, socio-emotional, and executive functioning as well as data from teachers, school administrators, and parents across kindergarten to fifth grade. We analyzed student-level observations to Black/African American students (n= 2,400) and Hispanic students (n= 4,590) to evaluate for the effects of racial and ethnic matching. Data Collection and Analysis: We used the student fixed effects models. Use of this method eliminates potentially biasing unobservable student characteristics by estimating the coefficients within rather than between students (Allison, 2009). The basic equation is as follows: where is the outcome score of student i, during year t. is the intercept that differs across waves, is Teacher's race (reference group is the White teacher), and represents student's age at assessment and its squared value, , , and represents teacher's gender, highest degree, and experience in years. In addition, z[subscript i] is a vector of time-invariant covariates, is the time-invariant error term, and is the time-varying error term. Findings: Fixed Effects Estimates for Black Students and Black Teacher Racial Matching. Racial matching between Black students and Black teachers showed a non-significant effect across the three measures of academic achievement (i.e., reading, math, and science). We observed a statistically significant negative effect of -0.14 SD (-0.09 in unstandardized coefficient) in externalizing problem behaviors (p<0.01), and -0.17 SD (-0.09 in unstandardized coefficient) in internalizing problem behaviors (p<0.01). Thus, Black students initially displayed fewer externalizing and internalizing problem behaviors when taught by Black teachers as compared to when these same students were taught by White teachers. However, these effects were statistically non-significant after adjusting Type I errors using the Benjamini-Hochberg procedure. Fixed Effect Estimates for Hispanic Students and Hispanic Teacher Ethnic Matching. Ethnic matching between Hispanic students and Hispanic teachers showed a statistically non-significant effect across most of the dependent variables including reading, math, and science achievement, externalizing and internalizing problem behaviors, interpersonal skills, approaches to learning, cognitive flexibility, and working memory. We observed a significant negative effect of -0.07 SD (unstandardized coefficient of -0.05) in self-control (p<0.05). Thus, Hispanic students displayed lower self-control when taught by Hispanic teachers as compared to when these same students were taught by White teachers. This effect became non-significant after adjusting Type I errors using the Benjamini-Hochberg procedure. Conclusions: Consistent with prior studies (Buddin & Zamarro, 2009; Downey & Pribesh, 2004; Howsen & Trawick, 2007; Jennings & DiPrete, 2010; McGrady & Reynolds, 2013; Wright et al., 2017), an implication of our study is that educational policies and practices designed to result in greater racial or ethnic matching between students and teachers during the elementary grades are unlikely to result in positive impacts on the academic, behavioral, social-emotional, or executive functioning of Black or Hispanic students, and so are unlikely to meaningfully address large racial and ethnic disparities in school functioning by this time period. Our results are also consistent with findings from prior work analyzing nationally representative data, which has repeatedly provided less conclusive evidence in support of student-teacher racial or ethnic matching (Fryer & Levitt, 2004; Jennings & DiPrete, 2010; Redding, 2019; but see Yarnell & Bohrnstedt, 2018 and Wright et al., 2017).