The Long-Run Impacts of Same-Race TeachersSeth GershensonauthorCassandra M. D. HartauthorJoshua HymanauthorConstance LindsayauthorNicholas W. PapageorgeauthorTeacher EffectsRacial MismatchTeacher DiversityEducational AttainmentK-12 EducationInequalityRace, ethnicity and culture2019Annenberg Institute for School Reform at Brown UniversityWe 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.engtextgrey literatureedworkingpapers.com10.26300/9419-nw68In Copyright