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The Relationship Between Principal Race and Math and Reading Achievement Among Black Elementary School Students in Massachusetts.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Relationship Between Principal Race and Math and Reading Achievement Among Black Elementary School Students in Massachusetts./
Author:	Kritz, Eliza.
Description:	1 online resource (62 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	Public policy. -
Online resource:	click for full text (PQDT)
ISBN:	9798379448073

The Relationship Between Principal Race and Math and Reading Achievement Among Black Elementary School Students in Massachusetts.
Kritz, Eliza.

The Relationship Between Principal Race and Math and Reading Achievement Among Black Elementary School Students in Massachusetts. - 1 online resource (62 pages)

Source: Masters Abstracts International, Volume: 84-11.

Thesis (M.P.P.)--Georgetown University, 2023.

Includes bibliographical references

The persistent disparity in test scores between Black and White students in the United States has prompted researchers, policymakers, and educators to investigate and address the underlying causes of this phenomenon. A growing body of research has explored whether students of color benefit academically from assignment to same-race teachers. However, little research has focused specifically on the relationship between minority student achievement and the race or ethnicity of a principal. This study seeks to contribute to the relevant literature by measuring the relationship between principal race and the math and English Language Arts (ELA) assessment scores of 3rd-5th grade Black students in Massachusetts during the 2018-19 school year. Using school-level data from the Massachusetts Department of Elementary and Secondary Education, I find evidence of a statistically significant, positive, and moderately sized relationship between having a Black principal and Black students' math scores. However, I do not find compelling evidence of a corresponding relationship between principal race and ELA scores. This study makes a novel contribution to the existing literature by using more recent data than were used in related studies and by focusing specifically on the state of Massachusetts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379448073Subjects--Topical Terms:

1002398
Public policy.
Subjects--Index Terms:

Principal raceIndex Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Principal Race and Math and Reading Achievement Among Black Elementary School Students in Massachusetts.
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500 $a Source: Masters Abstracts International, Volume: 84-11.
500 $a Advisor: Thomas, Adam.
502 $a Thesis (M.P.P.)--Georgetown University, 2023.
504 $a Includes bibliographical references
520 $a The persistent disparity in test scores between Black and White students in the United States has prompted researchers, policymakers, and educators to investigate and address the underlying causes of this phenomenon. A growing body of research has explored whether students of color benefit academically from assignment to same-race teachers. However, little research has focused specifically on the relationship between minority student achievement and the race or ethnicity of a principal. This study seeks to contribute to the relevant literature by measuring the relationship between principal race and the math and English Language Arts (ELA) assessment scores of 3rd-5th grade Black students in Massachusetts during the 2018-19 school year. Using school-level data from the Massachusetts Department of Elementary and Secondary Education, I find evidence of a statistically significant, positive, and moderately sized relationship between having a Black principal and Black students' math scores. However, I do not find compelling evidence of a corresponding relationship between principal race and ELA scores. This study makes a novel contribution to the existing literature by using more recent data than were used in related studies and by focusing specifically on the state of Massachusetts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Public policy. $3 1002398
650 4 $a Education. $3 555912
650 4 $a Elementary education. $3 1148439
653 $a Principal race
653 $a Race congruence
653 $a Race matching
653 $a Standardized assessment
653 $a Student achievement
653 $a English Language Arts
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690 $a 0515
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710 2 $a Georgetown University. $b Public Policy & Policy Management. $3 1180689
773 0 $t Masters Abstracts International $g 84-11.
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