The Effects of Teacher-Student Demographic Matching on Social-Emotional Learning. EdWorkingPaper No. 21-399
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| Title: | The Effects of Teacher-Student Demographic Matching on Social-Emotional Learning. EdWorkingPaper No. 21-399 |
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| Language: | English |
| Authors: | Christopher Cleveland, Ethan Scherer, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 40 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Walton Family Foundation |
| Contract Number: | R305B150010 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Teacher Characteristics, Student Characteristics, Social Emotional Learning, Persistence, Resilience (Psychology), Interpersonal Relationship, Self Management, Racial Differences, Gender Differences, Racial Factors, Gender Issues, Diversity (Faculty), Student Diversity, Achievement Gap, Grade 5, Grade 6, Grade 7, Grade 8 |
| Geographic Terms: | Massachusetts (Boston) |
| Assessment and Survey Identifiers: | Massachusetts Comprehensive Assessment System |
| Abstract: | A growing body of research shows that students benefit when they demographically match their teachers. However, little is known about how matching affects social-emotional development. We use student-fixed effects to exploit changes over time in the proportion of teachers within a school grade who demographically match a student to estimate matching's effect on social-emotional measures, test scores, and behavioral outcomes. We find improvements for students in grit and interpersonal self-management when matched to teachers of their race and gender. Black female students drive these effects. We also find that matching reduces absences, especially for Black students. Our findings add to the emerging teacher diversity literature by showing its benefits for Black and female students during a critical stage of development. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED664519 |
| Database: | ERIC |
| Abstract: | A growing body of research shows that students benefit when they demographically match their teachers. However, little is known about how matching affects social-emotional development. We use student-fixed effects to exploit changes over time in the proportion of teachers within a school grade who demographically match a student to estimate matching's effect on social-emotional measures, test scores, and behavioral outcomes. We find improvements for students in grit and interpersonal self-management when matched to teachers of their race and gender. Black female students drive these effects. We also find that matching reduces absences, especially for Black students. Our findings add to the emerging teacher diversity literature by showing its benefits for Black and female students during a critical stage of development. |
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