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Title: The Long-Run Impacts of Same-Race Teachers

Citation Type: Working Paper

Publication Year: 2019

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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. 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.

Url: http://www.edworkingpapers.com/sites/default/files/ai19-43.pdf

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Authors: Gershenson, Seth; Hart, Cassandra M.D.; Hyman, Joshua; Lindsay, Constance; Papageorge, Nicholas W

Series Title: EdWorkingPaper

Publication Number: 19-43

Institution: Annenberg Brown University

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Publisher Location: Providence, RI

Data Collections: IPUMS USA

Topics: Education, Race and Ethnicity

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