Teachers, Race, and Student Achievement in a Randomized Experiment
利用田纳西州STAR班级规模实验的随机配对数据，发现同种族教师显著提高了黑人和白人学生的数学与阅读成绩，支持少数族裔教师招聘政策。
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 examining the test score data from Tennessee’s Project STAR class-size experiment, which randomly matched students and teachers within participating schools. Specification checks confirm that the racial pairings of students and teachers in this experiment were unrelated to other student traits. Models of student achievement indicate that assignment to an own-race teacher significantly increased the math and reading achievement of both black and white students.