TY  - JOUR
AB  - 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.
AU  - Gershenson, Seth
AU  - Hart, Cassandra M. D.
AU  - Hyman, Joshua
AU  - Lindsay, Constance
AU  - Papageorge, Nicholas W.
DA  - April 2019
PY  - 2019
ST  - The Long-Run Impacts of Same-Race Teachers
T2  - EdWorkingPapers.com
TI  - The Long-Run Impacts of Same-Race Teachers
UR  - http://www.edworkingpapers.com/ai19-43
ER  -