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Exposure to Same-Race or Same-Ethnicity Teachers and Advanced Math Course-Taking in High School: Evidence From a Diverse Urban District


by Jason A. Grissom, Sarah E. Kabourek & Jenna W. Kramer - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 7, 2020, p. 1-42
https://www.tcrecord.org ID Number: 23323, Date Accessed: 1/26/2021 11:26:49 AM
 
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About the Author
  • Jason Grissom
    Vanderbilt University
    E-mail Author
    JASON A. GRISSOM, Ph.D., is a professor of public policy and education at Vanderbilt University’s Peabody College and faculty director of the Tennessee Education Research Alliance. His research interests include school leadership, educator labor markets, educational equity, and K–12 politics and governance. Recent coauthored publications include “Strategic Retention: Principal Effectiveness and Teacher Turnover in Multiple-Measure Teacher Evaluation Systems” (2019, American Educational Research Journal) and “Money over Merit? Socioeconomic Gaps in Receipt of Gifted Services” (2019, Harvard Educational Review).
  • Sarah Kabourek
    University of Chicago
    E-mail Author
    SARAH E. KABOUREK is a research scientist at NORC at the University of Chicago. She conducts mixed-methods and quantitative analysis on a range of topics related to early childhood education, program evaluation, and school finance, with an equity-oriented focus. Her work at NORC includes partnerships with federal, local, and private education agencies working toward expanding the reach and quality of early childhood education and preschool services.
  • Jenna Kramer
    RAND Corporation
    E-mail Author
    JENNA WEBER KRAMER is an associate policy researcher at the RAND Corporation. Her research leverages experimental, quasi-experimental, and qualitative methods to examine the effects of institutional practices and governmental policies on student postsecondary preparation, college access and success, and workforce transition. Her recent work focuses in particular on the student transition to open-access postsecondary training and the enrollment decisions and experiences of students in a tuition-free college environment.
 
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