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Download full textSeth Gershenson; Cassandra Hart; Joshua Hyman; Constance Lindsay; Nicholas W. Papageorge – Annenberg Institute for School Reform at Brown University, 2019
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…
Descriptors: African American Students, African American Teachers, Racial Composition, Kindergarten
