Does student-teacher race match affect course grades? |
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| Institution: | 1. Department of Economics, University of Illinois at Chicago;2. Urban Institute Health Policy Center;1. School of Organisations, Economy and Society, Westminster Business School, University of Westminster, United Kingdom;2. Department of Economics, Lancaster University Management School, Lancaster University, United Kingdom;1. School of Public Affairs, American University;2. School of Public Affairs and IZA, Arizona State University;3. School of Public Affairs, NBER, and IZA, American University;1. Escuela de Gobierno, Pontificia Universidad Católica de Chile;2. New York University, United States;1. Department of Economics and Business Economics, Aarhus University, Fuglesangs Allé 4, 8210 Aarhus V, Denmark;2. TrygFonden''s Centre for Child Research, Department of Economics and Business Economics, Aarhus University, Fuglesangs Allé 4, 8210 Aarhus V, Denmark;3. VIVE - The Danish Center for Social Science Research, Denmark |
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| Abstract: | A growing body of research has found that student-teacher race match is associated with higher test scores, teacher expectations, and teacher perceptions of students. This paper contributes to the student-teacher race match literature by investigating the effect of race match on course grades. To the extent that race match is associated with higher course grades for minority students, a more diverse teacher workforce is one mechanism that may help to narrow the achievement gap. Using a series of fixed effects models exploiting within-student variation across year and subject matter, I find that having a race-matched teacher is associated with a small but significant increase in course grade, on average. The positive effect of race match is driven largely by the experience of Black students. |
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