Student–teacher race and ethnicity matches = fewer unexcused absences for Latinx students

 Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. 

To address this, this study used administrative data provided by a California high school district for the school years 2014 to 2018 to explore student absenteeism at the date and class period levels. Using this rich, longitudinal data set,  grade, school, class period, student, and date fixed effects models were employed to examine the association between student–teacher matches and student absenteeism. 

Student–teacher race and ethnicity matches were associated with fewer unexcused absences for Latinx students. The results also indicate that associations were strongest for Latinx students in 11th and 12th grades—the age group in K–12 that has the most individual agency when it comes to getting to school.