Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07

MLA

Harvard University, Program on Education Policy and Governance, et al. “Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07.” Program on Education Policy and Governance, 1 Jan. 2014. EBSCOhost, widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=ED562618&authtype=sso&custid=ns315887.

APA

Harvard University, P. on E. P. and G., Egalite, A. J., Kisida, B., & Winters, M. A. (2014). Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07. In Program on Education Policy and Governance.

Chicago

Harvard University, Program on Education Policy and Governance, Anna J. Egalite, Brian Kisida, and Marcus A. Winters. 2014. “Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07.” Program on Education Policy and Governance. http://widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=ED562618&authtype=sso&custid=ns315887.