The Long-Run Impacts of Same-Race Teacherst

• 成果类型: Article
• 署名作者: Gershenson, Seth; Hart, Cassandra M. D.; Hyman, Joshua; Lindsay, Constance A.; Papageorge, Nicholas W.
• 署名单位: American University; IZA Institute Labor Economics; University of California System; University of California Davis; University of California System; University of California Davis; Amherst College; University of North Carolina; University of North Carolina Chapel Hill; Johns Hopkins University; Johns Hopkins University; National Bureau of Economic Research
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20190573
• 发表日期: 2022
• 页码: 300-342
• 关键词: labor-market returns; community-college; role-models; higher-education; school; GENDER; students; QUALITY; me; intervention

摘要

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 H75, I21, I26, I28, J15)