Race and Teacher Evaluations as Predictors of Algebra Placement.

This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. In particular, this study utilizes the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (ECLS-K) data set to analyze the impact of teacher evaluation of student performance versus student demonstrated performance on the odds of being placed into algebra in the 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. In addition, teacher evaluations of student performance were shown to play a greater role, albeit adversely, for Black students than for their peers. These results are discussed in terms of both implicit theory research and critical race theory. An important implication of this study is that placement recommendations must be monitored to ensure high-achieving students are placed appropriately, regardless of racial background. [ABSTRACT FROM AUTHOR]