The Long-Run Impacts of Same-Race Teachers

Leveraging the Tennessee STAR class size experiment, we show that Black students randomly assigned to at least one teacher in grades K–3 are 9 percentage points (13 percent) more likely graduate from high school and 6 (19 enroll college compared their schoolmates who not. teachers have no significant long-run effects on White students. Postsecondary education results driven by two-year colleges concentrated among disadvantaged males. North Carolina administrative data yield similar findings, analyses of mechanisms suggest role model may be potential channel. (JEL H75, I21, I26, I28, J15)