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

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