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The Role of Teacher-Student Ethnoracial Matching in Student Identification for Special Education Services

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Title: The Role of Teacher-Student Ethnoracial Matching in Student Identification for Special Education Services
Language: English
Authors: Anna J. Egalite (ORCID 0000-0003-1550-5311), Michael A. Gottfri (ORCID 0000-0002-4396-0576), Christy Batts (ORCID 0000-0001-5055-2063), Leanna C. Martin (ORCID 0009-0008-6966-0740)
Source: Educational Evaluation and Policy Analysis. 2026 48(2):567-588.
Availability: 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: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Racial Composition, Ethnicity, Race, Minority Group Students, Minority Group Teachers, Special Education, Disability Identification, Elementary Secondary Education, Public Schools, Disproportionate Representation, Gender Differences, Instructional Program Divisions, School Size, Student Characteristics, Referral
Geographic Terms: Massachusetts
DOI: 10.3102/01623737251352831
ISSN: 0162-3737
1935-1062
Abstract: The importance of teacher-student ethnoracial matching has been established as influential for students of color, with small but consistent impacts observed on a variety of outcomes including achievement, attendance, graduation, and college enrollment. Yet, little attention has been paid to the role of ethnoracial matching for students with disabilities. We ask if teacher-student ethnoracial matching is associated with a student's referral for an initial special education evaluation. To address this, we rely on student-level longitudinal data for all Massachusetts public school students from kindergarten through Grade 12 between 2011 and 2018. Using a model that features school, grade, and year fixed effects, we report a 5% reduction in the likelihood of referral for special education evaluation when students share ethnoracial characteristics with their teachers. This is especially true in large schools (6% reduction) and appears to be driven by boys (7% reduction). We discuss implications as they pertain to the special education context.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505885
Database: ERIC
FullText Text:
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  Data: The Role of Teacher-Student Ethnoracial Matching in Student Identification for Special Education Services
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  Data: <searchLink fieldCode="AR" term="%22Anna+J%2E+Egalite%22">Anna J. Egalite</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1550-5311">0000-0003-1550-5311</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+A%2E+Gottfri%22">Michael A. Gottfri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4396-0576">0000-0002-4396-0576</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christy+Batts%22">Christy Batts</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5055-2063">0000-0001-5055-2063</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leanna+C%2E+Martin%22">Leanna C. Martin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-6966-0740">0009-0008-6966-0740</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(2):567-588.
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  Data: 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: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22School+Size%22">School Size</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Referral%22">Referral</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
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  Data: 10.3102/01623737251352831
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  Data: 0162-3737<br />1935-1062
– Name: Abstract
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  Data: The importance of teacher-student ethnoracial matching has been established as influential for students of color, with small but consistent impacts observed on a variety of outcomes including achievement, attendance, graduation, and college enrollment. Yet, little attention has been paid to the role of ethnoracial matching for students with disabilities. We ask if teacher-student ethnoracial matching is associated with a student's referral for an initial special education evaluation. To address this, we rely on student-level longitudinal data for all Massachusetts public school students from kindergarten through Grade 12 between 2011 and 2018. Using a model that features school, grade, and year fixed effects, we report a 5% reduction in the likelihood of referral for special education evaluation when students share ethnoracial characteristics with their teachers. This is especially true in large schools (6% reduction) and appears to be driven by boys (7% reduction). We discuss implications as they pertain to the special education context.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1505885
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        Value: 10.3102/01623737251352831
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 567
    Subjects:
      – SubjectFull: Racial Composition
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: School Size
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Referral
        Type: general
      – SubjectFull: Massachusetts
        Type: general
    Titles:
      – TitleFull: The Role of Teacher-Student Ethnoracial Matching in Student Identification for Special Education Services
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              Y: 2026
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