This brief was developed using Microsoft Copilot and edited by Charlotte Sutcliffe, Duke undergraduate research assistant; for full text and references see
Hart, C., & Lindsay, C. (2024). Teacher-student race match and identification for discretionary educational services. Retrieved from https://doi-org.proxy.lib.duke.edu/10.3102/00028312241229413
Background:
Persistent racial disparities in U.S. education include unequal access to discretionary educational services such as gifted and special education programs. Black students are underrepresented in gifted programs and overrepresented in special education, particularly in categories requiring subjective judgment. Simultaneously, Black students are less likely to be taught by same-race teachers, despite evidence that Black teachers positively influence Black students’ academic and behavioral outcomes. This study investigates whether being matched to a Black teacher affects Black students’ likelihood of being newly identified for gifted or special education services in the following academic year, using administrative data from North Carolina (2008–2013).
Findings:
The study finds no significant overall effect of Black teacher assignment on gifted identification for Black students. However, a notable exception occurs in second grade and in schools with fewer Black students, where Black girls matched to Black teachers are more likely to be identified as gifted. In contrast, Black students - especially economically disadvantaged Black boys - matched to Black teachers are significantly less likely to be newly identified for special education services. This effect is strongest for high-incidence disabilities such as specific learning disabilities and ADHD, which involve greater teacher discretion. The reduction in special education identification is not observed for low-incidence disabilities, which are more medically defined and less subjective.
The study also finds that the beneficial effects of Black teacher assignment on reducing special education identification extend, to a lesser degree, to White students, suggesting that Black teachers may generally exercise more restraint in recommending students for special education. However, the strongest effects remain concentrated among Black boys, particularly those from economically disadvantaged backgrounds.
Takeaways:
Matching Black students, especially economically disadvantaged boys, to Black teachers reduces their likelihood of being identified for discretionary special education services, particularly in subjective categories. These findings suggest that teacher race plays a meaningful role in shaping educational trajectories through discretionary decisions. While increasing Black teacher representation may help address over-identification in special education, broader strategies, including teacher training and clearer referral guidelines, are also needed. Policymakers should consider teacher diversity as a lever for equity in educational identification processes.