The Long-Run Impacts of Same-Race Teachers
利用田纳西州STAR班级规模实验数据，发现黑人学生在K-3年级至少有一位黑人教师，其高中毕业率提高9个百分点（13%），大学入学率提高6个百分点（19%），且对弱势男性影响更大，机制分析显示榜样效应可能是原因之一。
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.