Teachers, race, and student achievement in a randomized experiment

Review of Economics and Statistics

Volumn 86, Issue 1, 2004, Pages 195-210

  Dee, Thomas S ^a  

^a NATIONAL BUREAU OF ECONOMIC RESEARCH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1842533907     PISSN: 00346535     EISSN: None     Source Type: Journal    
DOI: 10.1162/003465304323023750     Document Type: Article

References (29)

1. Altonji, Joseph G., Todd E. Elder, and Christopher R. Taber, "Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools," National Bureau of Economic Research working paper no. 7831 (2000).
2. Ballou, Dale, "Pay for Performance in Public and Private Schools," Economics of Education Review 20:1 (2001), 51-61.
3. Brandt, Richard M., "Teacher Evaluation for Career Ladder and Incentive Pay Programs," in D. L. Duke (Ed.), Teacher Evaluation Policy: From Accountability to Professional Development (Albany: State University of New York Press, 1995).
4. Burtless, Gary (Ed.), Does Money Matter? The Effect of School Resources on Student Achievement and Adult Success (Washington, DC: Brookings Institution Press, 1996).
5. Casteel, Clifton A., "Teacher-Student Interactions and Race in Integrated Classrooms," Journal of Educational Research 92 (1998), 115-120.
6. Cizek, Gregory J., "On the Limited Presence of African-American Teachers: An Assessment of Research, Synthesis and Policy Implications," Review of Educational Research 65:1 (1995), 78-92.
7. Clewell, Beatriz C., and Ana Maria Villegas, "Introduction," Education and Urban Society 31:1 (1998), 3-17.
8. Corcoran, Sean P., William N. Evans, and Robert M. Schwab, "Changing Labor Market Opportunities for Women and the Quality of Teachers, 1957-1992," National Bureau of Economic Research working paper no. 9180 (2002).
9. Dee, Thomas S., and Benjamin J. Keys, "Does Merit Pay Reward Good Teachers? Evidence from a Randomized Experiment," Department of Economics, Swarthmore College, unpublished manuscript (2003).
10. Ehrenberg, Ronald G., and Dominic J. Brewer, "Did Teachers' Verbal Ability and Race Matter in the 1960's? Coleman Revisited," Economics of Education Review 14 (1995), 1-21.
11. Ehrenberg, Ronald G., Dan D. Goldhaber, and Dominic J. Brewer, "Do Teachers' Race, Gender and Ethnicity Matter? Evidence From the National Educational Longitudinal Study of 1988," Industrial and Labor Relations Review 48 (1995), 547-561.
12. Ferguson, Ronald F., "Teachers' Perceptions and Expectations and the Black-White Test Score Gap," in C. Jencks and M. Phillips (Eds.), The Black-White Test Score Gap (Washington, DC: Brookings Institution Press, 1998).
13. Graham, Patricia A., "Black Teachers: A Drastically Scarce Resource," Phi Delta Kappan 68:8 (1987), 598-605.
14. Hanushek, Eric A., "Some Findings from an Independent Investigation of the Tennessee STAR Experiment and from Other Investigations of Class Size Effects," Educational Evaluation and Policy Analysis 21 (1999), 143-164.
15. Hess, Frederic M., and David L. Leal, "Minority Teachers, Minority Students, and College Matriculation: A New Look at the Role-Modeling Hypothesis," Policy Studies Journal 25 (1997), 235-248.
16. King, Sabrina H., "The Limited Presence of African-American Teachers," Review of Educational Research 63 (1993), 115-149.
17. Krueger, Alan B., "Experimental Estimates of Education Production Functions," Quarterly Journal of Economics 114:2 (1999), 497-532.
18. Krueger, Alan B., and Diane M. Whitmore, "The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR," Economic Journal 111 (January 2001), 1-28.
19. Ladson-Billings, Gloria, The Dreamkeepers: Successful Teachers of African American Children (San Francisco, CA: Jossey-Bass Publishers, 1994).
20. Mosteller, Frederick, "The Tennessee Study of Class Size in Early Grades," Critical Issues for Children and Youth 5 (1995), 113-127.
21. Murnane, Richard J., and David K. Cohen, "Merit Pay and the Evaluation Problem: Why Most Merit Pay Plans Fail and a Few Survive," Harvard Educational Review 56:1 (1986), 1-17.
22. Murnane, Richard J., Judith D. Singer, John Willett, James Kemple, and Randall Olsen, Who Will Teach? Policies That Matter (Cambridge, MA: Harvard University Press, 1991).
23. Murphy, Kevin M., and Robert H. Topel, "Efficiency Wages Reconsidered: Theory and Evidence," in Yoram Weiss and Gideon Fishelson (Eds.) Advances in the Theory and Measurement of Unemployment (New York: St. Martins Press, 1990).
24. National Commission on Teaching and America's Future (NCTAF), What Matters Most: Teaching for America's Future (New York, 1996).
25. Steele, Claude M., "A Threat in the Air - How Stereotypes Shape Intellectual Identity and Performance," American Psychologist 52:6 (1997), 613-629.
26. Taylor, Marylee C., "Race, Sex and the Expression of Self-Fulfilling Prophecies in a Laboratory Teaching Situation," Personality and Social Psychology 6 (1979), 897-912.
27. U.S. Department of Education, National Center for Education Statistics, America's Teachers: Profile of a Profession, 1993-94. NCES 97-460 (Washington, DC, 1997).
28. Word, Elizabeth, John Johnston, Helen Pate Bain, B. DeWayne Fulton, Jayne Boyd Zaharias, Charles M. Achilles, Martha Nannette Lintz, John Folger, and Carolyn Breda, "The State of Tennessee's Student/Teacher Achievement Ratio (STAR) Project Final Summary Report 1985-1990" (1990).
29. Zimmerman, Rick S., Elizabeth L. Khoury, William A. Vega, Andres G. Gil, and George J. Warheit, "Teacher and Parent Perceptions of Behavior Problems among a Sample of African-American, Hispanic and Non-Hispanic White Students," American Journal of Community Psychology 23 (1995), 181-197.