ERIC Number: EJ1328124
Record Type: Journal
Publication Date: 2022-Mar
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3737
EISSN: N/A
Do High School Students with a Same-Race Teacher Attend Class More Often?
Gottfried, Michael; Kirksey, J. Jacob; Fletcher, Tina L.
Educational Evaluation and Policy Analysis, v44 n1 p149-169 Mar 2022
Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To address this, our study used administrative data provided by a California high school district for the school years 2014 to 2018. We explored student absenteeism at the date and class period levels. Using this rich, longitudinal data set, we employed grade, school, class period, student, and date fixed effects models to examine the association between student-teacher matches and student absenteeism. Student-teacher race and ethnicity matches were associated with fewer unexcused absences for Latinx students. The results also indicate that associations were strongest for Latinx students in 11th and 12th grades--the age group in K-12 that has the most individual agency when it comes to getting to school. Furthermore, we found no evidence of declines in excused absences, which reflect health.
Descriptors: High School Students, High School Teachers, Student Characteristics, Teacher Characteristics, Race, Attendance Patterns, Minority Group Teachers, Teacher Student Relationship, Grade 11, Grade 12, Hispanic American Students, White Students, Racial Differences, White Teachers
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A