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Teachers, Race and Student Achievement in a Randomized Experiment

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  • Thomas S. Dee

Abstract

Recommendations for the aggressive recruitment of minority teachers are based on hypothesized role-model effects for minority students as well as evidence of racial biases among non-minority teachers. However, prior empirical studies have found little or no association between exposure to an own-race teacher and student achievement. This paper presents new evidence on this question by evaluating the test score data from Tennessee's Project STAR class-size experiment, which randomly matched students and teachers within participating schools. Empirical results based on these data confirm that the racial pairings of students and teachers in this experiment were independently given. Models of student achievement indicate that a one-year assignment to an own-race teacher significantly increased the math and reading achievement of both black and white students by roughly three to four percentile points.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 8432.

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Date of creation: Aug 2001
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Publication status: published as Dee, Thomas S. “Teachers, Race and Student Achievement in a Randomized Experiment." The Review of Economics and Statistics 86, 1 (February 2004): 195-210. T D ee Dee, Thomas S. "Teachers, Race and Student Achievement in a Randomized Experiment." The Review of Economics and Statistics 86, 1 (February 2004): 195-210.
Handle: RePEc:nbr:nberwo:8432

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  1. Alan Krueger & Diane Whitmore, 1999. "The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR," Working Papers 806, Princeton University, Department of Economics, Industrial Relations Section..
  2. Alan B. Krueger, 1997. "Experimental Estimates of Education Production Functions," NBER Working Papers 6051, National Bureau of Economic Research, Inc.
  3. Joseph G. Altonji & Todd E. Elder & Christopher R. Taber, 2005. "Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools," Journal of Political Economy, University of Chicago Press, vol. 113(1), pages 151-184, February.
  4. Ballou, Dale, 2001. "Pay for performance in public and private schools," Economics of Education Review, Elsevier, vol. 20(1), pages 51-61, February.
  5. Thomas S. Dee & William N. Evans & Sheila E. Murray, 1999. "Data Watch: Research Data in the Economics of Education," Journal of Economic Perspectives, American Economic Association, vol. 13(3), pages 205-216, Summer.
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