Data and Code for: The Long-Run Impacts of Same-Race Teachers

Principal Investigator(s): View help for Principal Investigator(s) Seth Gershenson, American University; Cassandra Hart, UC Davis; Joshua Hyman, Amherst; Constance Lindsay, UNC-Chapel Hill; Nicholas Papageorge, Johns Hopkins University - Dept. of Economics

Version: View help for Version V1

Name	File Type	Size	Last Modified
Replication			01/25/2022 03:27:PM
Readme.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	35.2 KB	01/25/2022 10:26:AM
Readme.pdf	application/pdf	239.5 KB	01/25/2022 10:22:AM

Project Citation:

Gershenson, Seth, Hart, Cassandra, Hyman, Joshua , Lindsay, Constance, and Papageorge, Nicholas. Data and Code for: The Long-Run Impacts of Same-Race Teachers. Nashville, TN: American Economic Association [publisher], 2022. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-10-20. https://doi.org/10.3886/E145941V1

Project Description

Summary:

This is code for replicating results in the paper "The Long-Run Impacts of Same-Race Teachers." The abstract for the paper is below.

We examine the long-run impacts of exposure to a Black elementary school teacher for both Black and white students. Data from the Tennessee STAR class-size experiment show that Black students randomly assigned to at least one Black teacher in grades K-3 are 9 percentage points (13%) more likely to graduate from high school and 6 percentage points (19%) more likely to enroll in college than their Black schoolmates who are not. However, we find no statistically significant long-run effects on white students' long-run outcomes. Enrollment results are driven by enrollments in two-year colleges and concentrated among disadvantaged males. Neither pattern is evident in short-run analyses of test scores, underscoring the importance of examining long-run effects. Quasi-experimental methods applied to rich North Carolina administrative data produce generally similar findings. These effects do not appear to be driven by within-school racial differences in teacher effectiveness. While we cannot definitively identify the mechanisms at work, heterogeneity analyses provide suggestive evidence of larger effects in counties with higher unemployment rates and when Black teachers are the same sex as their students, both of which are consistent with role model effects being one of the multiple channels through which these effects likely operate.

Scope of Project

Subject Terms: Teacher Effects; Racial Mismatch; Teacher Diversity; Educational Attainment

JEL Classification:
I20 Education and Research Institutions: General

Geographic Coverage: North Carollina, Tennessee

Data Type(s): program source code

Collection Notes: As described in the Readme file the raw dataset that we use in our paper for our STAR analyses, which we refer to below as “raw_STAR.dta”, is the student-level Tennessee STAR data matched to the National Student Clearinghouse (NSC) data used for Dynarksi, Hyman, and Schanzenbach (2013). The data citation for these data is: Dynarski, Susan, Joshua Hyman, and Diane Schanzenbach, “Data for: Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion,” Journal of Policy Analysis and Management, 32, No. 4 (fall, 2013): 692-717.

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Published Versions

V1 [2022-10-20]

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