The Relationship Between Black Teachers and the Test Scores of Black Students in Brazilian Public Schools

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Abstract/Contents

Abstract: Large racial disparities in education outcomes have persisted in Brazilian public school students due to the context of inequality and racism in the country. With recent American studies finding positive impacts of same–race teachers on student learning and attainment, this study addresses the correlation of Black teachers with Black students’ test scores in Brazil. Using OLS Regression and Prova Brasil data on math and language test scores of 5th and 9th grade students between 2007 and 2017, it assesses whether the concentration of Black teachers in schools relates to changes in the learning gap between Black and white male and female students. Results generally confirm the positive relationship between same–race teachers’ concentrations and students’ test scores found in American studies but differ from prior studies by showing a negative relationship between Black teachers and white students. In both cases, the test score gap between Black and whites is reduced.

Author	Mirolli, Thamires

Subject	Same–race teachers
Subject	Racial inequality
Subject	Brazilian public education
Subject	Learning gap
Subject	Black students
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Text

DOI	https://doi.org/10.25740/dj327zn4147
Location	https://purl.stanford.edu/dj327zn4147

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Mirolli, T. (2023). The Relationship Between Black Teachers and the Test Scores of Black Students in Brazilian Public Schools. Stanford Digital Repository. Available at https://purl.stanford.edu/dj327zn4147. https://doi.org/10.25740/dj327zn4147.

Graduate School of Education International Comparative Education Master's Monographs

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