This study uses data from the Early Childhood Longitudinal Study, 2010–2011 to better understand the rates of grade retention during elementary school and the factors associated with this grade retention. Using matched student–teacher and student–principal data, I examine the student-, teacher-, and school-level factors associated with a student’s probability of being retained. I then apply within-student comparisons to examine the extent to which students with a teacher or principal of the same race/ethnicity had a lower probability of being retained. No evidence of a relationship is found between student–teacher and student–principal racial/ethnic matching and reduced grade retention for Black, Latinx, or White students.

本研究使用 2010-2011 年幼儿纵向研究的数据，以更好地了解小学期间的留级率以及与留级相关的因素。使用匹配的学生-教师和学生-校长数据，我检查了与学生被保留概率相关的学生、教师和学校层面的因素。然后，我应用学生内部比较来检查具有相同种族/民族的老师或校长的学生被保留的可能性较低的程度。没有证据表明学生-教师和学生-校长种族/民族匹配之间存在关系，并且黑人、拉丁裔或白人学生的成绩保留率降低。