@EdWorkingPaper{ai21-501,
title = "Teachers of Color, Culturally Responsive Teaching, and Student Outcomes: Experimental Evidence from the Random Assignment of Teachers to Classes",
author = "David Blazar",
institution = "Annenberg Institute at Brown University",
number = "501",
year = "2021",
month = "December",
URL = "http://www.edworkingpapers.com/ai21-501",
abstract = {There is broad consensus across academic disciplines that access to same-race/ethnicity teachers is a critical resource for supporting the educational experiences and outcomes of Black, Hispanic, and other students of color. While theoretical and qualitative lines of inquiry further describe a set of teacher mindsets and practices aligned to Òculturally responsive teachingÓ as likely mechanisms for these effects, to date there is no causal evidence on this topic. In experimental data where upper-elementary teachers were randomly assigned to classes, I find large effects upwards of 0.45 standard deviations of teachers of color on the short- and longer-term social-emotional, academic, and behavioral outcomes of their students. These average effects are explained in part by teachersÕ growth mindset beliefs that student intelligence is malleable rather than fixed, interpersonal relationships with students and families, time spent planning for and differentiating instruction for individual studentsÕ needs, and the extent to which teachers lead well-organized classrooms in which student (mis)behavior is addressed productively without creating a negative classroom climate.},
}