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_aGershenson, Seth et al _938370 |
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| 245 | _aThe long-run impacts of same-race teachers | ||
| 260 | _aAmerican Economic Journal: Economic Policy | ||
| 300 | _a14(4), Nov, 2022: p.300-342 | ||
| 520 | _aLeveraging the Tennessee STAR class size experiment, we show that Black students randomly assigned to at least one Black teacher in grades Kâ3 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. â Reproduced | ||
| 773 | _aAmerican Economic Journal: Economic Policy | ||
| 906 | _aEDUCATION | ||
| 942 | _cAR | ||