The Long-Run Impacts of Same-Race Teacherst

被引：64

作者：

Gershenson, Seth ^{[1
,2
]}

Hart, Cassandra M. D. ^{[3
,4
]}

Hyman, Joshua ^{[5
]}

Lindsay, Constance A. ^{[6
]}

Papageorge, Nicholas W. ^{[2
,7
,8
,9
]}

机构：

[1] Amer Univ, Washington, DC 20016 USA

[2] IZA, Bonn, Germany

[3] Univ Calif Davis, Sch Educ, Davis, CA 95616 USA

[4] Univ Calif Davis, Ctr Poverty & Inequal Res, Davis, CA 95616 USA

[5] Amherst Coll, Dept Econ, Amherst, MA 01002 USA

[6] Univ N Carolina, Chapel Hill, NC 27515 USA

[7] Johns Hopkins Univ, Dept Econ, Baltimore, MD 21218 USA

[8] Johns Hopkins Univ, Poverty & Inequal Res Lab, Baltimore, MD 21218 USA

[9] NBER, Cambridge, MA 02138 USA

来源：

AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY | 2022年 / 14卷 / 04期

关键词：

LABOR-MARKET RETURNS; COMMUNITY-COLLEGE; ROLE-MODELS; HIGHER-EDUCATION; SCHOOL; GENDER; STUDENTS; QUALITY; ME; INTERVENTION;

D O I：

10.1257/pol.20190573

中图分类号：

F [经济];

学科分类号：

02 ;

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)

引用

页码：300 / 342

页数：43

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