Description
- 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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- In Copyright
Citation
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
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