The Long-Run Impacts of Same-Race Teachers
By S. Gershenson, Cassandra M. D. Hart, Joshua Hyman, C. Lindsay, Nicholas Papageorge. Social Science Research Network, 2017
555 citations recorded by the source corpus.
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)
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/b27272a1cc686d6911afe9a997f42e627bf345fe
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In Education
Citations in the corpus
- The Impact of Racism on Child and Adolescent Health (2019, background): “affects academic attitudes and attainment for all students.(115,171) • Advocate for evidence-based programs that combat racism in the”
- A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, background): “Gershenson et al.’s (2017) study provides the sole evidence of long-term benefits for Black students when assigned to a Black teacher.”
- Teacher Expectations Matter (2016, unknown): “Other studies have recognized that same-race teachers are more effective, especially for racial minorities (Fairlie, Hoffmann, & Oreopoulos, 2014; Dee, 2004; Gershenson et al., 2018).”