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Year:: 2019
Contributor:: Seth Gershenson (author); Cassandra M. D. Hart (author); Joshua Hyman (author); Constance Lindsay (author); Nicholas W. Papageorge (author)
Genre:: grey literature
Subject:: Teacher Effects; Racial Mismatch; Teacher Diversity; Educational Attainment; K-12 Education; Inequality; Race, ethnicity and culture

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Abstract:: We examine the long-run impacts of having a same-race teacher. First, we leverage data from the Tennessee STAR class-size experiment to show that black students randomly assigned to a black teacher in grades K-3 are 5 percentage points (7%) more likely to graduate from high school and 4 percentage points (13%) more likely to enroll in college than their same-school, same-race peers not assigned to a black teacher. Second, we replicate these results in North Carolina using quasi-experimental methods. Finally, we formally define "role model effects" as information provision, which facilitates an exploration of possible mechanisms that drive these results.

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Use and Reproduction: In Copyright

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Seth Gershenson, Cassandra M. D. Hart, Joshua Hyman, et al., "The Long-Run Impacts of Same-Race Teachers" (2019). EdWorkingPapers.com Archive. Brown Digital Repository. Brown University Library. https://repository.library.brown.edu/studio/item/bdr:956658/

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EdWorkingPapers.com Archive

The Annenberg Institute at Brown University has developed this national working paper series to provide public access to high-quality papers from multiple disciplines on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications …
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The Long-Run Impacts of Same-Race Teachers