| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w25254 |
| 来源ID | Working Paper 25254 |
| The Long-Run Impacts of Same-Race Teachers | |
| Seth Gershenson; Cassandra M. D. Hart; Joshua Hyman; Constance Lindsay; Nicholas W. Papageorge | |
| 发表日期 | 2018-11-12 |
| 出版年 | 2018 |
| 语种 | 英语 |
| 摘要 | We examine the long-run impacts of exposure to a Black teacher for both Black and white students. Leveraging data from 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%) more likely to graduate from high school and 6 percentage points (19%) more likely to enroll in college than their same-school, same-race peers. No effect is found for white students. We replicate these findings using quasi-experimental methods to analyze a richer administrative data set from North Carolina. The increase in postsecondary enrollments is concentrated in two-year degree programs, which is somewhat concerning because two-year colleges have both lower returns and lower completion rates than four-year colleges and universities. These long-run effects are also concentrated among Black males from disadvantaged backgrounds, which is not evident in short run analyses of same-race teachers' impacts on test scores. These nuanced patterns are of policy relevance themselves and also underscore the importance of directly examining long-run treatment effects as opposed to extrapolating from estimated short-run effects. |
| 主题 | Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w25254 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/582928 |
| 推荐引用方式 GB/T 7714 | Seth Gershenson,Cassandra M. D. Hart,Joshua Hyman,et al. The Long-Run Impacts of Same-Race Teachers. 2018. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w25254.pdf（524KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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