The Race of a Teacher and Differential Student Achievement: Evidence from Project STAR

Abstract

This study explores the impact of black teachers on the achievement of black and white students in first, second, and third grade. Using data from Project STAR, I exploit the random assignment of students and teachers within schools to classes in order to estimate the effect of a teacher’s race on student reading and mathematics performance. Estimates from linear regressions using maximum likelihood estimation indicate that black students perform better when taught by black teachers relative to white teachers, net of family, neighborhood, teacher, and school characteristics.