The Long-Run Impacts of Same-Race Teachers

Seth Gershenson, Cassandra M. D. Hart, Joshua Hyman, Constance A. Lindsay and Nicholas Papageorge

American Economic Journal: Economic Policy, 2022, vol. 14, issue 4, 300-342

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.

JEL-codes: H75 I21 I26 I28 J15 (search for similar items in EconPapers)
Date: 2022
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Citations: View citations in EconPapers (22)

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Related works:
Working Paper: The Long-Run Impacts of Same-Race Teachers (2018)
Working Paper: The Long-Run Impacts of Same-Race Teachers (2017)
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DOI: 10.1257/pol.20190573

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