| 000 -LEADER |
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| fixed length control field |
01123nam a22001457a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
230227b ||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Gershenson, Seth et al |
| 245 ## - TITLE STATEMENT |
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| Title |
The long-run impacts of same-race teachers |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
American Economic Journal: Economic Policy |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
14(4), Nov, 2022: p.300-342 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
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. – Reproduced |
| 773 ## - HOST ITEM ENTRY |
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| Main entry heading |
American Economic Journal: Economic Policy |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| Subject DIP |
EDUCATION |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Item type |
Articles |
