American Economic Journal:
Economic Policy
ISSN 1945-7731 (Print) | ISSN 1945-774X (Online)
The Long-Run Impacts of Same-Race Teachers
American Economic Journal: Economic Policy
vol. 14,
no. 4, November 2022
(pp. 300–342)
(Complimentary)
Abstract
Leveraging the Tennessee STAR class size experiment, we show that Black students randomly assigned to at least one Black teacher in grades K–3 are 9 percentage points (13 percent) more likely to graduate from high school and 6 percentage points (19 percent) more likely to enroll in college compared to their Black schoolmates who are not. Black teachers have no significant long-run effects on White students. Postsecondary education results are driven by two-year colleges and concentrated among disadvantaged males. North Carolina administrative data yield similar findings, and analyses of mechanisms suggest role model effects may be one potential channel.Citation
Gershenson, Seth, Cassandra M. D. Hart, Joshua Hyman, Constance A. Lindsay, and Nicholas W. Papageorge. 2022. "The Long-Run Impacts of Same-Race Teachers." American Economic Journal: Economic Policy 14 (4): 300–342. DOI: 10.1257/pol.20190573Additional Materials
JEL Classification
- H75 State and Local Government: Health; Education; Welfare; Public Pensions
- I21 Analysis of Education
- I26 Returns to Education
- I28 Education: Government Policy
- J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination