Often race is defined by physical differences and is used as a basis for social categorization, while ethnicity emphasizes shared cultural, linguistic, and ancestral connections among people. Though referring to different ideas, these two terms are frequently used interchangeably. Our datasets primarily use the term “race” or “race and ethnicity” together. Despite this, many include Hispanic demographic data, typically understood as an ethnicity. Due to the disputed nature of these terms, we will be generally referring to our demographic data in alignment to how they are discussed in their respective datasets.

Race matching typically refers to a practice in various contexts, including employment, education, or healthcare, where individuals are matched or paired with others of the same racial or ethnic background. In our case, race matching in schools is when teachers and students have the same race or ethnicity. Some studies suggest that students may benefit academically and socially from race matching, as teachers who share their racial or ethnic background may better understand and relate to their experiences.

This acronym stands for Equity Diversity and Inclusion. EDI initiatives and programs are aimed at promoting fairness, representation, and belonging for all individuals, regardless of their background, identity, or characteristics. Occasionally EDI is used interchangeably with DEI, which stands for Diversity Equity and Inclusion. Though the ideas are the same, many prefer EDI because it places equity before diversity, thus emphasizing its importance. EDI is relevant to our research because EDI programming often affects the role race plays in teacher hiring and student enrollment. 

We recognize that student “success” is a subjective term that is difficult to define. Success may look like different things to different people. However, to provide a quantifiable measure for our research, we define student success through an amalgamation of many different measurements, based on the information present in our dataset. These include an increased percentage of students in gifted and talented programs and higher participation in the SAT/ACT. Another measurement of success is decreased levels of teacher referrals and student retention.

Referrals in this context relate to school discipline procedures. A school discipline referral is a process used by educators to report and document incidents of student misbehavior or violations of school rules. When a student engages in behavior that is deemed inappropriate or disruptive, a teacher or school staff member may issue a discipline referral to notify school administrators or other appropriate personnel about the incident. In our research, we will be looking at the correlation between a student’s race and their likelihood to be referred to be disciplined.

In an educational context, “retention” can refer to the practice of holding back or keeping students in their current grade level for an additional academic year (not to be confused with the ability of educational institutions to keep students enrolled, also referred to as retention). This decision is typically made when educators and school administrators determine that a student has not met the academic requirements or developmental milestones necessary for promotion to the next grade level.

Grading bias refers to the tendency of evaluators to unconsciously favor or discriminate against certain groups of students when assigning grades. This bias can manifest in various forms, such as based on race, gender or socioeconomic status. It often arises from stereotypes or cultural assumptions held by educators, influencing their perceptions of students’ capabilities and potential. Consequently, marginalized racial and ethnic groups frequently experience the negative effects of grading bias.

Exclusionary discipline refers to disciplinary actions taken by educational institutions that involve removing students from the regular school environment for a specified period as a consequence for their behavior. Examples of exclusionary discipline practices include suspensions, expulsions, and other forms of disciplinary actions that result in students being barred from attending classes or participating in school activities for a set period.

Stereotype threat refers to the psychological phenomenon where individuals feel anxiety or concern about confirming negative stereotypes related to their social group. This phenomenon can occur when individuals are aware of negative stereotypes about a group they belong to (such as race or ethnicity) and fear that their actions or performance will confirm those stereotypes.