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Dee (2004) finds that own-race teacher effects existed in almost all subjects for both blacks and whites, and that the magnitude of the effects was similar. Here, I investigate whether there exists a differential effect of an own-race teacher treatment for black students, who constitute about a third of the sample. I estimate the regressions only using black students—the results of the estimation are in table 8. It is important to note that there are significantly fewer observations compared with most of the other regressions in this paper, which entails a substantial cost in precision. The benefits from treatment appear to exhibit a qualitatively similar pattern to the results in table 5. Nevertheless, the lack of precision means that we cannot reject the hypotheses that the estimates are different from zero in many cases, even though they may be numerically similar to the DATT estimates of the full sample.

Table 8. 
Own-race Teacher Effect on Achievement, Black Students
MathematicsReadingWord Recognition
Kindergarten    
 5.31 3.36 2.49 
 (4.60) (3.02) (3.26) 
Observations 1,889 1,852 1,889 
First grade    
 16.07* 12.76* 12.50 
 (6.55) (5.72) (7.07) 
 10.87* 9.60* 7.99 
 (4.96) (4.57) (5.42) 
Observations 1,156 1,150 990 
Second grade    
(1,1,1)(0,0,0) 5.37 3.91 0.90 
 (6.96) (6.62) (8.22) 
(1,1,0)(0,0,0) 0.87 2.87 2.74 
 (5.64) (5.77) (6.70) 
(0,1,1)(0,0,0) 1.33 −1.17 −5.09 
 (6.29) (6.60) (8.48) 
Observations 642 641 646 
Third grade    
(1,1,1,1)(0,0,0,0) 3.69 15.84* 14.67 
 (7.56) (7.26) (8.07) 
(1,1,1,0)(0,0,0,0) 10.67 17.01** 17.07* 
 (6.60) (6.28) (7.22) 
(1,1,0,0)(0,0,0,0) 0.56 14.52** 19.22** 
 (5.40) (5.17) (5.72) 
(0,0,1,1)(0,0,0,0) 3.13 1.32 −4.56 
 (6.20) (5.09) (5.47) 
Observations 436 441 448 
MathematicsReadingWord Recognition
Kindergarten    
 5.31 3.36 2.49 
 (4.60) (3.02) (3.26) 
Observations 1,889 1,852 1,889 
First grade    
 16.07* 12.76* 12.50 
 (6.55) (5.72) (7.07) 
 10.87* 9.60* 7.99 
 (4.96) (4.57) (5.42) 
Observations 1,156 1,150 990 
Second grade    
(1,1,1)(0,0,0) 5.37 3.91 0.90 
 (6.96) (6.62) (8.22) 
(1,1,0)(0,0,0) 0.87 2.87 2.74 
 (5.64) (5.77) (6.70) 
(0,1,1)(0,0,0) 1.33 −1.17 −5.09 
 (6.29) (6.60) (8.48) 
Observations 642 641 646 
Third grade    
(1,1,1,1)(0,0,0,0) 3.69 15.84* 14.67 
 (7.56) (7.26) (8.07) 
(1,1,1,0)(0,0,0,0) 10.67 17.01** 17.07* 
 (6.60) (6.28) (7.22) 
(1,1,0,0)(0,0,0,0) 0.56 14.52** 19.22** 
 (5.40) (5.17) (5.72) 
(0,0,1,1)(0,0,0,0) 3.13 1.32 −4.56 
 (6.20) (5.09) (5.47) 
Observations 436 441 448 

Notes: The table displays the dynamic average treatment on the treated estimates for exposure to a teacher of the same race for a given treatment path () using black students only. Standard errors clustered at the level of the classroom are given in parentheses. Scaled test scores are used as the response variable. Regressions as controls include class type, free lunch status, teacher years of experience and its square, whether the teacher has a graduate degree, and whether the teacher is black. Student fixed effects are included in the specification. Observations are weighted using inverse probability weights; see section A.3 of the online appendix.

*Statistical significance at the 5% level; **statistical significance at the 1% level.

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