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Student/teacher assignment; minority teachers; )Tj -15.551 -1.32 Td (minority students; achievement gap; educational economics)Tj 23.91 0 Td ( )Tj ET 1 1 1 scn 72.52 297.72 108 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 286.44 Tm (JEL classification: I20)Tj ( )Tj 0 -3.14 TD ( )Tj 19.5 -3.14 Td ( )Tj /TT1 1 Tf 12 0 Td ( )Tj /C2_0 1 Tf 10.8 0 0 10.8 72.52 125.64 Tm <0001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 8.889 0 Td <00010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 4.444 0 Td <0001>Tj ET 72.52 127.56 144 0.72 re f BT /TT0 1 Tf 0.008 Tc -0.004 Tw 9.84 0 0 9.84 72.5199 113.16 Tm [(* W)-7(e)1( t)4(ha)1(nk t)4(he)1( F)-1(l)4(or)3(i)4(da)1( D)-4(e)1(pa)1(r)3(t)4(m)-4(e)1(nt)4( of)2( E)-2(duc)1(a)1(t)4(i)4(on f)2(or)3( pr)3(ovi)4(di)4(ng t)4(he)1( da)1(t)4(a)1( us)2(e)1(d i)4(n t)4(hi)4(s)2( pa)1(pe)1(r)3(.)]TJ 0 Tc 0 Tw 36.633 0 Td ( )Tj 6.48 0 0 6.48 72.52 104.52 Tm (4)Tj 9.84 0 0 9.84 75.7699 99.96 Tm ( )Tj 0.008 Tc -0.004 Tw 0.254 0 Td [(P)-1(E)-2(P)-1(G)-4(,)4( H)-4(a)1(r)3(va)1(r)3(d K)-4(e)1(nne)1(dy S)-1(c)1(hool)4(,)4( )]TJ 0 0 1 scn -0.008 Tw 14.084 0 Td [(A)-4(nna)1(_E)-2(ga)1(l)4(i)4(t)4(e)1(@)-7(hks)1(.)4(ha)1(r)2(va)1(r)2(d.)4(e)1(du)]TJ 0 0 0 scn 0 Tc 0 Tw 13.014 0 Td ( )Tj 0.254 0 Td ( )Tj ET 0 0 1 scn 216.76 98.28 128.16 0.24 re f BT 0 0 0 scn /TT0 1 Tf 6.48 0 0 6.48 72.52 91.32 Tm (5)Tj 9.84 0 0 9.84 75.7699 86.76 Tm ( )Tj 0.007 Tc -0.003 Tw 0.254 0 Td [(U)-5(n)-1(i)3(v)-1(er)1(si)3(t)3(y)-1( o)-1(f)1( A)-5(r)1(k)-1(an)-1(sas,)3( )]TJ 0 0 1 scn 0.004 Tc -0.004 Tw 9.935 0 Td [(b)-4(k)-4(is)-2(id)-4(a)-3(@)-11(e)-3(m)-8(a)-3(il.u)-4(a)-3(r)-1(k)-4(.e)-3(d)-4(u)]TJ 0 0 0 scn 0 Tc 0 Tw 9.91 0 Td ( )Tj 0.254 0 Td ( )Tj ET 0 0 1 scn 175.96 85.08 97.44 0.24 re f BT 0 0 0 scn /TT0 1 Tf 6.48 0 0 6.48 72.52 78.36 Tm (6)Tj 9.84 0 0 9.84 75.7699 73.8 Tm ( )Tj 0.008 Tc -0.004 Tw 0.254 0 Td [(U)-4(ni)4(ve)1(r)2(s)1(i)4(t)4(y of)2( C)-3(ol)3(or)2(a)1(do a)1(t)4( C)-3(ol)4(or)2(a)1(do S)-1(pr)2(i)4(ngs)1(,)4( )]TJ 0 0 1 scn -0.008 Tw 18.319 0 Td [(m)-4(w)-3(i)4(nt)4(e)1(r)3(s)2(@)-6(uc)1(cs)2(.)4(e)1(du)]TJ 0 0 0 scn /C2_0 1 Tf 0 Tc 0 Tw 8.245 0 Td <0001>Tj 0.23 0 Td <0001>Tj ET 0 0 1 scn 258.52 72.12 81.121 0.24 re f endstream endobj 3 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 4 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 23.272 0 Td (3)Tj 0.508 0 Td ( )Tj /TT1 1 Tf 12 0 0 12 72.5199 708.36 Tm (1.)Tj /TT2 1 Tf ( )Tj /TT1 1 Tf 1.875 0 Td (Introduction)Tj ( )Tj /TT0 1 Tf -0.375 -2.3 Td (Minority teachers are underrepresented in )Tj 16.965 0 Td (American public )Tj (schools $Ingersoll )Tj (&)Tj ( )Tj (May, 2011; )Tj -18.465 -2.3 Td (Kirby, Berends, )Tj (& )Tj (Naftel, 1999; )Tj (Vil)Tj 14.442 0 Td (legas, Strom, )Tj (&)Tj ( )Tj (Lucas, 2012)Tj ($. )Tj (Though concerning in any )Tj -14.442 -2.3 Td (profession, the disproportionate number of minority teachers is particul\ arly noteworthy because a )Tj 0 -2.3 TD (growing body of research suggests that minority students could benefit f\ rom assignment)Tj 35.3 0 Td ( )Tj (to )Tj -35.3 -2.3 Td (teachers of their own race/ethnicity $Clotfelter, Ladd, & Vigdor, 2007;\ Dee, 2004; Ehrenberg, )Tj T* (Goldhaber, & Brewer, 1995; Meier, Wrinkle, & Polinard, 1999; Pitts, 2007\ $. If )Tj 31.856 0 Td (that is indeed the )Tj -31.856 -2.3 Td (case)Tj (, then the underrepresentation of minority teachers in sc)Tj 24.019 0 Td (hools could be a contributing factor )Tj -24.019 -2.3 Td (to the racial test score gap in the United States. )Tj 19.272 0 Td ( )Tj -19.272 -3.14 Td ( )Tj 3 0 Td (Many practitioners, policymakers, and others in the education community \ have claimed )Tj -3 -2.3 Td (that minority teachers)Tj 8.719 0 Td ( )Tj (are uniquely positioned to)Tj ( )Tj (improve the performance of min)Tj (ority students )Tj -8.719 -2.3 Td (directly or indirectly, by serving as role models)Tj 18.939 0 Td (,)Tj ( )Tj (mentors, advocates, or cultural translators for )Tj -18.939 -2.3 Td (those students $Adair, 1984; Graham, 1987; King, 1993; Ladson)Tj (-)Tj (Billings, 1992; )Tj (Pitts, 2007; )Tj T* (Stewart, Meier, )Tj (& )Tj (Eng)Tj (land, 1989$. )Tj (This has resulted)Tj ( )Tj (in calls)Tj ( )Tj (from prominent politicians and )Tj T* (education administrators)Tj 9.858 0 Td ( )Tj (for the)Tj ( )Tj (large)Tj (-)Tj (scale)Tj 7.468 0 Td ( )Tj (recruitment of minority teachers $see, for example, )Tj -17.327 -2.3 Td (U.S. Department of Education, 2010$. )Tj (In some cases, s)Tj (tate)Tj ( )Tj (policies have been enacted to recruit )Tj T* (minority teachers. For example)Tj (, )Tj (Florida adopted a strategy )Tj (in 1996 )Tj (to recruit and train more )Tj T* (minority teachers )Tj (by offering)Tj ( )Tj (an)Tj ( )Tj (annual scholarship of up to $4,000 for African)Tj (-)Tj ( )Tj (American, )Tj 0 -2.28 TD (Hispanic)Tj (-)Tj ( )Tj (American, Asian)Tj (-)Tj (America)Tj (n, and Native American students in Florida\222s public or )Tj 0 -2.3 TD (private universities that are admitted into a teacher education program)Tj 28.017 0 Td ( )Tj ($Florida Fund for )Tj -28.017 -2.3 Td (Minority Teachers, Inc., 2014$)Tj (.)Tj ( )Tj ( )Tj 0 -3.14 TD ( )Tj 3 0 Td (W)Tj (hether or not )Tj (assignment to a teacher of the same race/ethnicity is related )Tj 30.349 0 Td (to student )Tj -33.349 -2.3 Td (achievement is an empirical question that has yet to be )Tj 22.104 0 Td (full)Tj (y )Tj (resolv)Tj (ed)Tj (. )Tj (The analyses presented in )Tj ET endstream endobj 5 0 obj <>stream H‰|UtWþö9ç¿7/Iòdþä’š<´Ñ"®äÞQ„¨&Aç^I4AH 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Darkenwald, 1975)Tj (; )Tj (Ehrenberg et al., )Tj 0 -1.14 TD (1995; Fark)Tj (as , Grobe, Sheehan and Shaun., 1990; Glick)Tj (, 1971)Tj (; Ma)Tj (ynor )Tj (and)Tj ( )Tj (Katzenmeyer, 1974)Tj (; )Tj 0 -1.16 TD (Ohberg, 1972)Tj (; Sanders, 198)Tj (4)Tj ($.)Tj ( )Tj /C2_0 1 Tf 9.84 0 0 9.84 225.8305 74.04 Tm <0001>Tj ET endstream endobj 13 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 14 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 23.272 0 Td (7)Tj 0.508 0 Td ( )Tj 12 0 0 12 72.5199 708.36 Tm (if the students experienced a race)Tj (-)Tj (match in)Tj ( )Tj (that intervening year or not. This significant )Tj 0 -2.3 TD (limitation m)Tj (akes it difficult to interpret their null findings. In another study ana\ lyzing secondary )Tj T* [(students')-1( outcomes, Ehrenberg and Brewer $1995$ )]TJ (demonstra)Tj (te)Tj (d)Tj ( )Tj (test score improvements for )Tj T* (black)Tj ( )Tj (students ass)Tj (igned to )Tj (black)Tj ( )Tj (teachers. Their analysis, however, )Tj (wa)Tj (s not robust)Tj ( )Tj (to )Tj T* (specifications that addressed)Tj ( )Tj (the simultaneous determination of teacher characteristics and relied )Tj T* (upon \223synthetic\224 gain scores. Thus,)Tj ( )Tj (the rich data and)Tj ( )Tj (the)Tj ( )Tj (extended age)Tj ( )Tj (range examined in this )Tj T* (study are)Tj ( )Tj (of particular importance)Tj (, especially)Tj ( )Tj (in light of established theories of racial and ethnic )Tj T* (identity. Phinney $1989$, for example, suggested that ethnic identity \ development is a facet of )Tj T* (adolescence. Similarly, Erikson $19)Tj (68$ identified the development of an individual\222s identity as )Tj T* (an important psychosocial task associated specifically with adolescence.\ )Tj 28.935 0 Td ( )Tj -28.935 -3.14 Td ( )Tj 3 0 Td (Related research )Tj (that indirectly addresses this t)Tj (opic includes research that examines )Tj -3 -2.3 Td (t)Tj (eachers\222 subjective evaluations o)Tj 13.467 0 Td (f students\222 classroom behaviors and scholastic aptitude)Tj (, which)Tj ( )Tj -13.467 -2.3 Td (may also be influenced by race/ethnicity)Tj 16.188 0 Td ( )Tj ($Ehrenberg et al, 1995; Ouazad, 2014$)Tj (.)Tj ( )Tj (Multiple )Tj -16.188 -2.3 Td (ethnographies in K)Tj (-)Tj (12 schools, for example, have reported perceptions among teachers of )Tj T* (\223whiteness\224 cor)Tj (responding with intelligence $Morris)Tj 21.05 0 Td (,)Tj ( )Tj (2005; Staiger)Tj (,)Tj ( )Tj (2004; Tyson)Tj (,)Tj ( )Tj (2003$. )Tj -21.05 -2.3 Td (E)Tj (hrenberg et al. )Tj ($199)Tj (5)Tj ($ )Tj (examine)Tj (d)Tj ( )Tj (the influence of race)Tj (/)Tj (ethnicity)Tj (-)Tj (matches on teachers\222 subjective )Tj T* (evaluations of students)Tj (.)Tj ( )Tj (They)Tj ( )Tj (showed)Tj ( )Tj (that )Tj (both )Tj (black)Tj ( )Tj (and )Tj (white)Tj ( )Tj (teachers tend)Tj ( )Tj (to give higher )Tj T* (subjective evaluations to )Tj (students of the same race)Tj (/ethnicity)Tj (.)Tj ( )Tj (Similarly, Ouazad $2014$ showed )Tj 0 -2.28 TD (that teachers give more favorable assessments of ability to same)Tj 25.631 0 Td (-)Tj (race students. )Tj ( )Tj -25.631 -3.14 Td ( )Tj 3 0 Td (A recent analysis of the 2002 Education Longitudinal Study by M)Tj 26.385 0 Td (cGrady and Reynolds )Tj -29.385 -2.3 Td ($2012$ also revealed significant mismatch effects on subjective evalua\ tions of classroom )Tj 0 -2.3 TD (behavior and perceptions of scholastic aptitude across racial/ethnic gro\ ups. McGrady and )Tj T* (Reynolds found that both Hispanic and )Tj (black)Tj ( )Tj (students evalu)Tj (ated by )Tj (white)Tj ( )Tj (teachers had lower )Tj ET endstream endobj 15 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 16 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 23.272 0 Td (8)Tj 0.508 0 Td ( )Tj 12 0 0 12 72.5199 708.36 Tm (odds)Tj ( )Tj (of being rated attentive than )Tj 13.607 0 Td (white)Tj ( )Tj (students. In contrast, Asian students had higher odds of )Tj -13.607 -2.3 Td (being rated hard working, atte)Tj (ntive, and not disruptive than )Tj (white)Tj ( )Tj (students. In terms of s)Tj (cholastic )Tj 0 -2.3 TD (ability, relative to )Tj (whit)Tj (e)Tj ( )Tj (students, the authors found that in t)Tj (hree of four outcome measures, )Tj (white)Tj ( )Tj T* (teachers rated )Tj (black)Tj ( )Tj (students as having lower scholastic aptitude and rated Asian students as\ )Tj T* (having higher aptitude.)Tj ( )Tj (Using panel )Tj (data from the National Education Longitudinal )Tj 33.547 0 Td (Study of )Tj -33.547 -2.3 Td (1988)Tj (, Dee $2005$ )Tj (found that the odds that a teacher will report a student as inattentive \ are 33% )Tj T* (higher when the teacher and student do not share a common race/ethnicity\ . Similarly, the odds )Tj T* (that a teacher will report a student as rarely completi)Tj 21.019 0 Td (ng homework are 22% higher when the )Tj -21.019 -2.3 Td (teacher and student do not share a racial/ethnic designation. )Tj 24.102 0 Td (Finally, )Tj (Casteel $1998$ examined the )Tj -24.102 -2.3 Td (interactions between students and teachers and found that )Tj 23.271 0 Td (black)Tj ( )Tj (students were not treated as )Tj -23.271 -2.3 Td (favora)Tj (bly by their teachers )Tj (as their )Tj (white)Tj ( )Tj (counterparts. )Tj ( )Tj ( )Tj 3 -3.14 Td (In this paper, we )Tj (make an important )Tj (contribut)Tj (ion)Tj ( )Tj (to the existing literature by )Tj (analyzing )Tj -3 -2.3 Td (student achievement outcomes using a large administrative dataset of stu\ dent)Tj 30.853 0 Td (-)Tj (level data provided )Tj -30.853 -2.3 Td (by the Florida Department of Education.)Tj 16.218 0 Td ( )Tj (As is the case nationally, minority teachers are )Tj -16.218 -2.3 Td (underrepresented in Florida public schools. )Tj (The ratio of )Tj (white)Tj ( )Tj (students to )Tj (white)Tj ( )Tj (teachers is much )Tj T* (smaller than the comparable statistics for )Tj 16.662 0 Td (black)Tj ( )Tj (and Hispanic students $Table 1$. In the fall of )Tj -16.662 -2.3 Td (2002)Tj (, the f)Tj 4.305 0 Td (irst year in)Tj ( )Tj (our data)Tj (, ther)Tj (e were 10.8 )Tj (white)Tj ( )Tj (students per )Tj (white)Tj ( )Tj (teacher, compared to )Tj -4.305 -2.3 Td (26.5 )Tj (black)Tj ( )Tj (students per )Tj (black)Tj ( )Tj (teacher, 41.4 Hispanic/Latino students per Hispanic/Latino teacher, )Tj 0 -2.28 TD (and 47.1 Asian students per Asian teacher. )Tj ( )Tj /C2_0 1 Tf 12.318 -3.14 Td <0001>Tj /TT0 1 Tf ( )Tj (TABLE ONE ABOUT HERE )Tj /C2_0 1 Tf <0002>Tj /TT0 1 Tf ( )Tj -12.318 -3.18 Td ( )Tj 3 0 Td (Our)Tj ( )Tj (dataset)Tj ( )Tj (allows us to)Tj ( )Tj (follow a substantially large number of students )Tj (in elementary )Tj -3 -2.3 Td (through high school grades )Tj (over a period of seven years)Tj (,)Tj ( )Tj (allow)Tj (ing)Tj ( )Tj (us to estimate how the same )Tj ET endstream endobj 17 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 18 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 23.272 0 Td (9)Tj 0.508 0 Td ( )Tj 12 0 0 12 72.5199 708.36 Tm (students fare when assigned to a teacher of similar race)Tj 22.075 0 Td (/ethnicity)Tj ( )Tj (as they pro)Tj (ceed through grades )Tj -22.075 -2.3 Td (three through ten)Tj (, tracking changes in achievement at the individual level)Tj 29.351 0 Td (. )Tj (This allows us to)Tj ( )Tj -29.351 -2.3 Td (examine whether the academic performance of students whose teachers\222 \ racial/ethnic )Tj 0 -2.3 TD (background does not match their own is significantly different from when\ those students are )Tj T* (assigned to teachers that share a )Tj (common racial/ethnic background)Tj 26.712 0 Td (, ceteris parib)Tj (us.)Tj ( )Tj /TT1 1 Tf -26.712 -3.14 Td (3. )Tj (Data)Tj /TT0 1 Tf ( )Tj ET 1 1 1 scn 108.52 534.12 416.88 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 108.5199 522.84 Tm (The student)Tj (-)Tj (level dataset )Tj (we use )Tj (contains observable characteristics for the universe of )Tj ET 1 1 1 scn 72.52 506.52 464.64 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 495.24 Tm (test)Tj (-)Tj (taking Florida public school students in grades three through ten for ea\ ch year from 2001)Tj 37.38 0 Td (-)Tj (02 )Tj ET 1 1 1 scn 72.52 478.92 438.96 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 467.64 Tm (through 2008)Tj (-)Tj (09. In addition to student demographic infor)Tj 23.385 0 Td (mation, the dataset includes each )Tj ET 1 1 1 scn 72.52 451.32 459.12 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 440.04 Tm (student\222s test scores on the math and reading portions of )Tj (the state)Tj (-)Tj (mandated standardized exam, )Tj ET 1 1 1 scn 72.52 423.72 262.56 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 412.44 Tm (the Florida Comprehensive Assessment Test $FCAT$.)Tj 7.92 0 0 7.92 331.24 417.96 Tm (9)Tj 12 0 0 12 335.1527 412.44 Tm ( )Tj ET 1 1 1 scn 108.52 386.04 407.28 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 108.5199 374.76 Tm (A unique student identifier allows us to track students as they progress\ )Tj 28.495 0 Td (from grade to )Tj ET 1 1 1 scn 72.52 358.44 426 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 347.16 Tm (grade)Tj ( )Tj (and a classroom identifier allows us to )Tj (link)Tj ( )Tj (students)Tj ( )Tj (to teachers through a complex )Tj ET 1 1 1 scn 72.52 330.84 127.2 -13.92 re f 472.84 330.84 14.64 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 319.56 Tm (matching algorithm.)Tj ( )Tj (Over )Tj (2.9 million students linked to more than 92,000 teachers )Tj 33.354 0 Td (are )Tj ET 1 1 1 scn 72.52 303.24 443.52 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 291.96 Tm (represented in the dataset.)Tj ( )Tj (The)Tj ( )Tj (teacher/student)Tj ( )Tj (matching process i)Tj (s possible because the data )Tj ET 1 1 1 scn 72.52 275.64 452.88 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 264.36 Tm (include a unique identifier for each specific class $ie. A grouping of \ students being taught by a )Tj /C2_0 1 Tf 10.8 0 0 10.8 72.52 224.76 Tm <0001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 8.889 0 Td <00010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 4.444 0 Td <0001>Tj ET 72.52 226.68 144 0.72 re f BT /C2_0 1 Tf 6.96 0 0 6.96 72.52 215.64 Tm <0007>Tj 10.8 0 0 10.8 76.0678 210.6 Tm <0001>Tj /TT0 1 Tf 12 0 0 12 78.5546 210.6 Tm (The Florida Department of Education publishes comprehensive information \ including technical )Tj -0.503 -1.18 Td (reports, frequently asked questions, and an )Tj (overview of the Florida Comprehensive Assessment )Tj 0 -1.14 TD (Test \(FCAT$ on their website $www.fldoe.org$. A 2011 report by the N\ ational Center for )Tj 0 -1.16 TD (Education Statistics that mapped individual state assessments on the Nat\ ional Assessment of )Tj 0 -1.14 TD (Educational Progress $NAEP$ )Tj (scale, categorized Florida\222s reading and math tests as having )Tj 0 -1.16 TD (similar proficiency standards as 13 other states at grade 4 and 28 other\ states at grade 8 )Tj 0 -1.14 TD ($Bandeira de Mello, 2011$. The FCAT math and reading results have also\ been shown to be )Tj 0 -1.16 TD (highly correlat)Tj (ed with results from a standardized, nationally normed test, the Stanfor\ d 9, which )Tj 0 -1.14 TD (suggests that studies using FCAT data can be reliably generalized to oth\ er states $Greene, )Tj 0 -1.16 TD (Winters, )Tj (and)Tj ( )Tj (Forster, 2004$.)Tj ( )Tj ET endstream endobj 19 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 20 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (10)Tj 0 Tc 0 Tw ( )Tj ET 1 1 1 scn 72.52 719.64 440.4 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 708.36 Tm (particular teacher in a given year\) that appears in both the student an\ d teacher datasets. This )Tj ET 1 1 1 scn 72.52 692.04 434.88 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 680.76 Tm (allows us to match students to par)Tj (ticular teachers and classrooms over time. Moreover, the )Tj ET 1 1 1 scn 72.52 664.44 462.96 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 653.16 Tm (dataset includes a unique identifier for the course number of a class)Tj 26.964 0 Td ( )Tj (that allows us)Tj ( )Tj (to identify the )Tj ET 1 1 1 scn 72.52 636.84 63.36 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 625.56 Tm (class subject. )Tj ( )Tj ET 1 1 1 scn 72.52 599.16 461.52 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 587.88 Tm ( )Tj 3 0 Td (One challenge )Tj (of )Tj (the matching process is that students are )Tj (occasionally )Tj (assigned )Tj (to more )Tj ET 1 1 1 scn 72.52 571.56 432.96 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 560.28 Tm (than one classroom and/or more than one teacher for a given academic sub\ ject. This)Tj 33.599 0 Td ( )Tj (could)Tj ( )Tj ET 1 1 1 scn 72.52 543.96 456.96 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 532.6801 Tm (complicate our analysis because the unit of observation must be a single\ child)Tj 31.103 0 Td (-)Tj (year observation )Tj ET 1 1 1 scn 72.52 516.36 431.76 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 505.08 Tm (and his/her pairing with a single teacher for each )Tj 19.743 0 Td (subject per )Tj (year. As such, in creating the )Tj ET 1 1 1 scn 72.52 488.76 445.2 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 477.48 Tm (merged dataset to run our analysis, we credit only one teacher as respon\ sible for each child\222s )Tj ET 1 1 1 scn 72.52 461.16 461.28 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 449.88 Tm (academic growth in math or reading.)Tj 14.717 0 Td ( )Tj (This is easily addressed at the elementary level, where)Tj 21.992 0 Td ( )Tj (i)Tj (t is )Tj ET 1 1 1 scn 72.52 433.56 463.92 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 422.28 Tm (typical)Tj (ly the case that the chil)Tj (d\222s )Tj (main classroom )Tj (teacher is primarily responsible for that child\222s )Tj ET 1 1 1 scn 72.52 405.96 465.6 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 394.68 Tm (math and reading achievement. In the case of middle and high school, )Tj 28.213 0 Td (we have to employ a more )Tj ET 1 1 1 scn 72.52 378.36 449.28 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 367.08 Tm (complex)Tj ( )Tj (matching process )Tj (in order to )Tj (arrive at a single student)Tj (-)Tj (year observation matched to a)Tj ( )Tj ET 1 1 1 scn 72.52 350.76 152.88 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 339.48 Tm (single teacher)Tj (-)Tj (year obse)Tj (rvation.)Tj ( )Tj ET 1 1 1 scn 72.52 313.32 457.92 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 302.04 Tm ( )Tj ( )Tj 3 0 Td (W)Tj (e)Tj ( )Tj (first match students to teachers using the classroom identifier present \ in both sets of )Tj ET 1 1 1 scn 72.52 285.72 426.48 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 274.44 Tm (data files. )Tj (This results in multiple student/teacher matches but most of these occur\ across )Tj ET 1 1 1 scn 72.52 258.12 41.76 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 246.84 Tm (subjects )Tj ($e.g., a student is matched to a biology teacher and also a math teache\ r$. Multiple )Tj ET 1 1 1 scn 253.72 230.52 266.16 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 219.24 Tm (matches within subjects rarely occur. )Tj 15.106 0 Td (We)Tj ( )Tj (then )Tj (employ a series of screening rules to eliminate )Tj ET 1 1 1 scn 72.52 202.92 415.44 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 191.64 Tm (multiple )Tj (student)Tj (-)Tj (teacher)Tj (-)Tj (year match)Tj (es)Tj ( )Tj (so that students are matched to the teac)Tj (her most )Tj ET 1 1 1 scn 72.52 175.32 465.12 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 164.04 Tm (responsible for that student\222s score in a particular subject)Tj 22.827 0 Td (. Similar screens were recently imposed )Tj ET 1 1 1 scn 72.52 147.72 428.88 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 136.44 Tm (in another paper using these Florida data $)Tj 16.856 0 Td (Winters et al., 2013)Tj ($.)Tj ( )Tj (The first screen)Tj ( )Tj (identifies )Tj ET 1 1 1 scn 72.52 120.12 441.12 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 108.84 Tm (students enrolled in a general class $i.e. a class designated as \223Th\ ird Grade\224$. )Tj 31.1 0 Td (For grades six )Tj ET 1 1 1 scn 72.52 92.52 459.12 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 81.24 Tm (through ten we start at )Tj (the second screen)Tj (. This involve)Tj (s )Tj (matching students to teachers in classes )Tj ET endstream endobj 21 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 22 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (11)Tj 0 Tc 0 Tw ( )Tj ET 1 1 1 scn 72.52 719.64 464.88 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 708.36 Tm (aligned with the particular subject that )Tj 15.606 0 Td (i)Tj (s under c)Tj (onsideration, either math o)Tj (r reading. In )Tj (the third )Tj ET 1 1 1 scn 72.52 692.04 376.08 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 680.76 Tm (screen)Tj (, we exclude )Tj (any matches where the teacher i)Tj (s)Tj ( )Tj (classified as \223part time)Tj (\224.)Tj ( )Tj (Part time teachers )Tj 0 -2.3 TD (in Florida typically serve as aides to the main teacher, handle special \ instructional interventions, )Tj T* (or are)Tj ( )Tj (filling in temporarily while the classroom teachers is on some form of l\ eave. By excluding )Tj T* (them, we ensure that our matching process comes as close as possible to \ aligning students with )Tj ET 1 1 1 scn 440.44 581.64 64.56 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 570.36 Tm (teachers who are primarily responsible for their education in a given)Tj 27.324 0 Td ( )Tj (subject.)Tj ( )Tj (Through this )Tj ET 1 1 1 scn 72.52 554.04 432.48 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 542.76 Tm (screening process, over 9)Tj (6)Tj (% o)Tj (f students were successfully matched to teachers)Tj 31.573 0 Td (. The small )Tj ET 1 1 1 scn 72.52 526.44 463.92 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 515.16 Tm (number of s)Tj (tudents who could not be reliably matched to a single teacher were dropp\ ed from the )Tj ET 1 1 1 scn 72.52 498.84 289.44 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 487.56 Tm (dataset.)Tj ( )Tj (Table 2 demonstrates match success rates, by grade)Tj (. )Tj ( )Tj ET 1 1 1 scn 229.72 461.4 153.6 -14.16 re f BT 0 0 0 scn /C2_0 1 Tf 12 0 0 12 229.6713 449.88 Tm <0001>Tj /TT0 1 Tf ( )Tj (TABLE )Tj (2)Tj ( )Tj (ABOUT HERE )Tj /C2_0 1 Tf <0002>Tj /TT0 1 Tf ( )Tj /TT1 1 Tf -13.096 -3.16 Td (4.)Tj /TT0 1 Tf ( )Tj /TT1 1 Tf (Empirical strategy)Tj ( )Tj /TT0 1 Tf 3 -3.14 Td (We use)Tj ( )Tj (student fixed effects to )Tj (estimate the relationship between student)Tj (/teacher race)Tj (-)Tj -3 -2.3 Td (matching)Tj ( )Tj (and student achievement. This procedure)Tj ( )Tj (eliminates potentially biasing unobservable )Tj T* (student characteristics )Tj (by estimating the coefficients within, rather than between students)Tj 35.628 0 Td (. We )Tj -35.628 -2.3 Td (estimate models taking the form:)Tj ( )Tj 9.84 0 0 9.84 233.4887 291.48 Tm ( )Tj 12 0 0 12 108.5199 253.8 Tm ( )Tj ET 0.976 0.969 0.957 scn 432.52 227.64 5.04 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 216.36 Tm ($i$)Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 3 0 Td (Y)Tj 0.003 Tc -0.003 Tw 7.92 0 0 7.92 117.1859 214.92 Tm (ij)Tj 0 Tc 0 Tw (k)Tj 0.002 Tc -0.002 Tw 1.067 0 Td [(s)-2(t )]TJ 0 Tc 0 Tw 12 0 0 12 132.9711 216.36 Tm (= )Tj /C2_1 1 Tf <0004>Tj /TT0 1 Tf 7.92 0 0 7.92 148.8441 214.92 Tm (0)Tj 12 0 0 12 152.8441 216.36 Tm ( )Tj (+ )Tj /C2_1 1 Tf <0004>Tj /TT0 1 Tf 7.92 0 0 7.92 171.7172 214.92 Tm (1)Tj 0.505 0 Td ( )Tj 12 0 0 12 177.7172 216.36 Tm (Z)Tj 7.92 0 0 7.92 185.0473 214.92 Tm (i)Tj 0.281 0 Td (j)Tj 0.281 0 Td (k)Tj 0.004 Tc -0.004 Tw 0.505 0 Td (st)Tj 0 Tc 0 Tw 12 0 0 12 198.8324 216.36 Tm ( )Tj (+ )Tj /C2_1 1 Tf <0004>Tj /TT0 1 Tf 7.92 0 0 7.92 217.7055 214.92 Tm (2)Tj 0.505 0 Td ( )Tj /TT3 1 Tf 12 0 0 12 223.7055 216.36 Tm (Race)Tj (Match)Tj /TT0 1 Tf 7.92 0 0 7.92 278.3441 214.92 Tm ( )Tj 0.003 Tc -0.003 Tw 0.253 0 Td (ij)Tj 0 Tc 0 Tw (k)Tj 0.004 Tc -0.004 Tw 1.067 0 Td (st)Tj 0 Tc 0 Tw 12 0 0 12 294.1293 216.36 Tm ( )Tj (+ )Tj /C2_1 1 Tf <0004>Tj /TT0 1 Tf 7.92 0 0 7.92 313.0023 214.92 Tm (3)Tj 0.505 0 Td ( )Tj 12 0 0 12 319.0023 216.36 Tm (X)Tj 0.004 Tc -0.004 Tw 7.92 0 0 7.92 327.6684 214.92 Tm (st)Tj 0 Tc 0 Tw 12 0 0 12 333.0043 216.36 Tm ( )Tj (+ )Tj /C2_1 1 Tf <0006>Tj /TT0 1 Tf 7.92 0 0 7.92 352.0883 214.92 Tm (t)Tj 12 0 0 12 354.3109 216.36 Tm ( )Tj (+ )Tj /C2_1 1 Tf <0001>Tj /TT0 1 Tf 7.92 0 0 7.92 373.3656 214.92 Tm (i)Tj 12 0 0 12 375.5883 216.36 Tm ( )Tj (+ )Tj /C2_1 1 Tf <0005>Tj /TT0 1 Tf 7.92 0 0 7.92 393.6586 214.92 Tm (i)Tj 0.281 0 Td (t)Tj 12 0 0 12 398.1039 216.36 Tm ( )Tj (+ )Tj /C2_1 1 Tf <0003>Tj /TT0 1 Tf 7.92 0 0 7.92 415.6938 214.92 Tm (k)Tj 12 0 0 12 419.6937 216.36 Tm ( )Tj (+)Tj ( )Tj /C2_1 1 Tf <0002>Tj /TT0 1 Tf 0.003 Tc -0.003 Tw 7.92 0 0 7.92 437.5004 214.92 Tm (ij)Tj 0 Tc 0 Tw (k)Tj 0.004 Tc -0.004 Tw 1.067 0 Td (st)Tj 0 Tc 0 Tw 9.36 0 0 9.36 451.2856 214.44 Tm ( )Tj 0.254 0 Td ( )Tj 12 0 0 12 456.0355 216.36 Tm ( )Tj -31.96 -3.14 Td (Where Y)Tj 0.003 Tc -0.003 Tw 7.92 0 0 7.92 116.1606 177.24 Tm (ij)Tj 0 Tc 0 Tw (k)Tj 0.004 Tc -0.004 Tw 1.067 0 Td (st)Tj 0 Tc 0 Tw 12 0 0 12 129.9457 178.68 Tm ( )Tj (is the test score of student )Tj /TT3 1 Tf (i)Tj /TT0 1 Tf (, assigned to teacher)Tj ( )Tj /TT3 1 Tf (j)Tj /TT0 1 Tf (, in)Tj ( )Tj (course )Tj /TT3 1 Tf (k)Tj /TT0 1 Tf (, and)Tj ( )Tj (school )Tj /TT3 1 Tf (s)Tj /TT0 1 Tf (, during )Tj -4.785 -2.3 Td (year )Tj /TT3 1 Tf (t)Tj (.)Tj /TT0 1 Tf ( )Tj (Z is a vector of teacher characteristics including the years of experien\ ce, years of )Tj T* (experience squared)Tj ( )Tj ($to allow for non)Tj (-)Tj (linear effects of teaching experience on student )Tj T* (achievement$)Tj (,)Tj ( )Tj (teacher race,)Tj ( )Tj (and )Tj (teacher gender. )Tj (In some models, we also control for unobserved )Tj ET endstream endobj 23 0 obj <>stream H‰\V tTåþîÿ¿7² å ¤ID‚È–†d$P’! 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These control variables are student gender, free)Tj 36.291 0 Td (-)Tj (lunch )Tj -36.291 -2.3 Td (status, race, language proficiency, and prior)Tj 17.493 0 Td (-)Tj (year test scores. We also include schoo)Tj (l)Tj (-)Tj (level )Tj -17.493 -2.3 Td (averages for each of these variables. We fit linear models to predict th\ e scores from these control )Tj T* (variables and retain the residuals from these models. )Tj 21.244 0 Td (The second stage)Tj ( )Tj (then estimates teacher)Tj (-)Tj -21.244 -2.3 Td (specific value)Tj (-)Tj (added scores as the average of the stag)Tj (e )Tj (one)Tj ( )Tj (residuals, producing separate teacher )Tj T* (quality estimates for math and reading.)Tj 15.607 0 Td ( )Tj (As a result, we are able to isolate the additional effect of )Tj -15.607 -2.3 Td (an own)Tj (-)Tj (race match between teachers and students, controlling for the average ef\ fect of teacher )Tj T* (quality, as well)Tj ( )Tj (as the average effect of teachers\222 race, experience, and gender.)Tj 31.373 0 Td ( )Tj /TT1 1 Tf -28.373 -3.14 Td (RaceMatch)Tj ( )Tj /TT0 1 Tf (is an indicator variable that equals one if there is a match between the\ student )Tj -3 -2.3 Td (and teacher\222s race)Tj (/ethnicity)Tj (.)Tj ( )Tj /TT1 1 Tf (X )Tj /TT0 1 Tf (is a vector of school)Tj (-)Tj (level characteristics including )Tj 32.931 0 Td (the )Tj (percent o)Tj 0.001 Tc -0.001 Tw [(f)1( )]TJ 0 Tc 0 Tw -32.931 -2.3 Td (students in a school that belong to each race)Tj (/ethnicity)Tj (, school)Tj (-)Tj (level poverty)Tj ( )Tj ($measured by the )Tj T* [(proportion of students that qualify for the federal f)-1(ree and re)]TJ 24.104 0 Td (duced price lunch program$, and )Tj -24.104 -2.3 Td (a)Tj (verage school)Tj (-)Tj (level performance in math or reading)Tj 21.157 0 Td (.)Tj ( )Tj /C2_0 1 Tf <0006>Tj /TT0 1 Tf ( )Tj (is a fixed effect for school year; )Tj /C2_0 1 Tf <0001>Tj /TT0 1 Tf ( is a )Tj -21.157 -2.3 Td (student fixed effect; )Tj /C2_0 1 Tf <0005>Tj /TT0 1 Tf ( is a grade)Tj (-)Tj (level fixed effect)Tj (; )Tj /C2_0 1 Tf <0003>Tj /TT0 1 Tf ( )Tj ($included in some models$ )Tj (is a fixed effect )Tj ET 0.976 0.969 0.957 scn 362.44 213 5.04 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 201.72 Tm (for the specific course a student is taking $eg. Algebra$)Tj 21.937 0 Td (;)Tj ( )Tj (and )Tj /C2_0 1 Tf <0002>Tj /TT0 1 Tf ( )Tj (is a stochastic error term clustered )Tj -21.937 -2.3 Td (at the )Tj (cla)Tj (ssroom)Tj ( )Tj (level. )Tj /C2_0 1 Tf <0004>Tj /TT0 1 Tf 7.92 0 0 7.92 188.9223 172.68 Tm (2)Tj 0.505 0 Td ( )Tj 12 0 0 12 194.9223 174.12 Tm (is the parameter of interest.)Tj ( )Tj ( )Tj -7.2 -3.14 Td (The coefficient associated with )Tj /TT1 1 Tf 12.718 0 Td (Race)Tj (Match)Tj /TT0 1 Tf ( )Tj (is generated from the variation within a given )Tj -15.718 -2.3 Td (student, over time. In some years, )Tj (a student )Tj (experiences a race match with his)Tj 31.045 0 Td (/her)Tj ( )Tj (teacher, )Tj -31.045 -2.3 Td (whereas in other years )Tj (the student )Tj (does not. The )Tj /C2_0 1 Tf <0004>Tj /TT0 1 Tf 7.92 0 0 7.92 312.5551 79.8 Tm (2)Tj 12 0 0 12 316.5551 81.24 Tm ( )Tj (coefficient, therefore, is an estimate of the )Tj ET endstream endobj 27 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 28 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (13)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.36 Tm (change in math or reading achievement associated with a teacher/student \ race match and is )Tj 0 -2.3 TD (informed by students who have experienced both conditions)Tj 24.078 0 Td (\227)Tj (sharing a race with the teacher )Tj -24.078 -2.3 Td (c)Tj (ompared to not sharing a race with the teacher)Tj 18.936 0 Td (\227)Tj (with the student serving as his)Tj (/her)Tj ( )Tj (own )Tj -18.936 -2.3 Td (counterfactual. )Tj (It should be noted that the variable )Tj /TT1 1 Tf 20.354 0 Td (R)Tj (ace)Tj (Match)Tj /TT0 1 Tf ( )Tj (is constant for 59)Tj ( )Tj (percent)Tj ( )Tj (of )Tj -20.354 -2.3 Td (students, meaning those students )Tj (either )Tj (always had a same)Tj (-)Tj (race teacher or ne)Tj (ver had a same)Tj (-)Tj (race )Tj T* (teacher. Such students )Tj (do not contribute to the estimation of )Tj /C2_0 1 Tf <0004>Tj /TT0 1 Tf 7.92 0 0 7.92 369.5668 568.92 Tm (2)Tj 12 0 0 12 373.5668 570.36 Tm (. )Tj ( )Tj -22.087 -3.14 Td (When we analyze the effects of race matching for each race/ethnicity sep\ arately, we )Tj -3 -2.3 Td (replace )Tj (the binary )Tj /TT1 1 Tf (RaceMatch)Tj /TT0 1 Tf ( )Tj (indicator )Tj (with a )Tj (vector)Tj ( )Tj (of indicator variables for each )Tj T* (student/teacher)Tj ( )Tj (match)Tj ( )Tj ($ie. )Tj /TT1 1 Tf (white)Tj ( )Tj (s)Tj (tudent/ )Tj (white)Tj ( )Tj (t)Tj (eacher, )Tj (black)Tj ( )Tj (s)Tj (tudent/)Tj (black)Tj ( )Tj (t)Tj (eacher, )Tj /TT0 1 Tf (etc$)Tj /TT1 1 Tf (.)Tj /TT0 1 Tf ( )Tj T* (Becau)Tj (se )Tj (estimates using )Tj (student)Tj (-)Tj (fixed effects )Tj (are generated )Tj (within individuals)Tj (, the omitted )Tj T* (category for each )Tj (racial pair)Tj (ing)Tj ( )Tj (is the group of students of that same race/ethnicity wh)Tj 34.377 0 Td (en they)Tj ( )Tj (are )Tj -34.377 -2.3 Td (not matched to a race)Tj (-)Tj (congruent teacher)Tj (.)Tj ( )Tj /TT2 1 Tf 0 -3.12 TD (5. Results)Tj ( )Tj /TT0 1 Tf 3 -3.14 Td (We first perform an analysis)Tj ( )Tj (over the full)Tj ( )Tj (sample, testing for the aggregate effect of any )Tj -3 -2.3 Td (own)Tj (-)Tj (race)Tj (/ethnicity)Tj ( )Tj (matching in grades three through ten)Tj ( )Tj ($Table )Tj (3)Tj ($)Tj (. Using this)Tj ( )Tj (approach)Tj (, we)Tj ( )Tj (find)Tj ( )Tj 0 -2.3 TD (small, positive effects in both reading and math)Tj 18.996 0 Td (. )Tj ( )Tj -15.996 -3.14 Td (Table 3 presents the results of three separate models)Tj 20.882 0 Td (.)Tj ( )Tj (For ease of interpretation, all test )Tj -23.882 -2.3 Td (scores have been standardized within grade by year to have a mean of zer\ o and a standard )Tj 0 -2.28 TD (deviation of one. )Tj (The first panel relies upon student fixed effects for identification, in\ corporating )Tj 0 -2.3 TD (all of the control variables)Tj 10.497 0 Td ( )Tj (outlined in $i$)Tj ( )Tj (except for )Tj (average )Tj (teacher quality )Tj (and fixed effects)Tj ( )Tj (for )Tj -10.497 -2.3 Td (course type)Tj (.)Tj ( )Tj (The second)Tj ( )Tj (panel presents our preferred model, which )Tj (adds )Tj (the teacher quality )Tj T* (control)Tj ( )Tj (to account for any systematic differences in teacher quality that might \ be associat)Tj 35.627 0 Td (ed with )Tj ET endstream endobj 29 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 30 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (14)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.36 Tm (our variable of interest)Tj (. We find significant positive )Tj (impacts )Tj (of .00)Tj (1)Tj ( )Tj (SD)Tj ( )Tj (in reading)Tj ( )Tj (and.008 SD in )Tj 0 -2.3 TD (math)Tj ( )Tj (in grades 3)Tj (-)Tj (10. Breaking these results apart by grade level, we find sign)Tj 30.908 0 Td (ificant positive )Tj -30.908 -2.3 Td (impacts of .005)Tj ( )Tj (SD in reading and .01)Tj (3)Tj ( )Tj (SD in math in t)Tj (he elementary grades and a significant )Tj T* (positive impact of .002 SD in math in the middle/high school grades)Tj 27.33 0 Td (. )Tj (To test the possibil)Tj (ity that )Tj -27.33 -2.3 Td (differences)Tj ( )Tj (in teacher quality might be )Tj (driven by unobservable characteristics related to student )Tj T* (and teacher sorting i)Tj (nto )Tj (different subjects, t)Tj (he third panel)Tj ( )Tj (incorporates course fixed effects $eg. )Tj T* (Algebra)Tj (, Geometry)Tj ($, which allows us to compare student/teacher race matching effects wit\ hin )Tj T* (specific courses)Tj (.)Tj ( )Tj (This approach further reduces the potential for systematic variation in \ teacher )Tj T* (quality that could potentially bias the results by estimating own)Tj 25.357 0 Td (-)Tj (race matches within similar )Tj -25.357 -2.3 Td (courses. The coefficient on )Tj /TT1 1 Tf (Race)Tj (Match)Tj /TT0 1 Tf ( )Tj (continues to be positive and statistically )Tj 32.102 0 Td (significant in )Tj -32.102 -2.3 Td (both subjects in grades three through ten under this specification.)Tj 26.05 0 Td ( )Tj (Results are generally larger in )Tj -26.05 -2.3 Td (elementary grades.)Tj ( )Tj /C2_0 1 Tf 13.096 -3.14 Td <0001>Tj /TT0 1 Tf ( )Tj (TABLE )Tj (3)Tj ( )Tj (ABOUT HERE )Tj /C2_0 1 Tf <0002>Tj /TT0 1 Tf ( )Tj -10.096 -3.16 Td (In the next set of analyses, we)Tj ( )Tj (replace the overall )Tj /TT1 1 Tf (Race)Tj (Match )Tj /TT0 1 Tf (indicator with separate )Tj -3 -2.3 Td (indicator)Tj ( )Tj (variables for each )Tj (same)Tj 13.216 0 Td (-)Tj (race )Tj (student/teacher pair )Tj (in order to )Tj (estimate which )Tj (pairings )Tj (are )Tj -13.216 -2.3 Td (driving the results in the main specification. )Tj 17.83 0 Td ( )Tj -14.83 -3.14 Td (Table 4)Tj ( )Tj (reports )Tj (separate )Tj (estimates)Tj 13.55 0 Td ( )Tj (of race matching)Tj ( )Tj (on )Tj (the )Tj (reading achievement)Tj ( )Tj (of)Tj ( )Tj (black)Tj (, )Tj ET 1 1 1 scn 202.12 219.96 78.24 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 208.68 Tm (white)Tj (, Hispanic, and Asian)Tj (/Pa)Tj (cific Islander)Tj ( )Tj (students. )Tj (For ease of exposition, the coefficients on )Tj T* (the control variables in this regression are not presented)Tj 22.326 0 Td ( )Tj (but th)Tj (ey are in the expected direction)Tj 15.077 0 Td (.)Tj 0.015 Tc -0.015 Tw 7.92 0 0 7.92 524.44 186.6 Tm (10)Tj 0 Tc 0 Tw 12 0 0 12 532.3597 181.08 Tm ( )Tj -38.32 -2.3 Td (As before, o)Tj (ur preferre)Tj (d model incorporates student fixed effects and)Tj 27.658 0 Td ( )Tj (a control for teacher )Tj /C2_1 1 Tf 10.8 0 0 10.8 72.52 116.04 Tm <0001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 8.889 0 Td <00010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 4.444 0 Td <0001>Tj ET 72.52 117.96 144 0.72 re f BT /C2_1 1 Tf 0.012 Tc -0.012 Tw 6.48 0 0 6.48 72.52 106.92 Tm [<0004>1<0003>]TJ 0 Tc 0 Tw 9.84 0 0 9.84 79.1088 101.88 Tm <0001>Tj /TT0 1 Tf 12 0 0 12 81.3695 101.88 Tm (For example, teacher experience has a small, positi)Tj 20.409 0 Td (ve, significant effect on student )Tj -21.146 -1.16 Td (achievement; male teachers have)Tj 13.187 0 Td ( )Tj (a small, negative effect; and school)Tj (-)Tj (average test scores are )Tj -13.187 -1.16 Td (positively related to student achievement)Tj /C2_1 1 Tf 9.84 0 0 9.84 269.1254 74.04 Tm <0001>Tj ET endstream endobj 31 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 32 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (15)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.36 Tm (quality)Tj ( )Tj (and is presented in the second panel of Table 4)Tj 21.771 0 Td (. )Tj (Overall, there is a statistically significant )Tj -21.771 -2.3 Td (positive )Tj (achievement )Tj (effect associated with race matching )Tj 23.519 0 Td (for )Tj (black)Tj ( )Tj (and )Tj (white)Tj ( )Tj (students )Tj (in )Tj -23.519 -2.3 Td (reading and )Tj (for )Tj (black)Tj (, )Tj (white)Tj (, and Asian)Tj (/Pacific Island)Tj ( )Tj (students )Tj (in math.)Tj ( )Tj ( )Tj /C2_0 1 Tf 13.096 -3.14 Td <0001>Tj /TT0 1 Tf ( )Tj (TABLE 4 ABOUT HERE )Tj /C2_0 1 Tf <0002>Tj /TT0 1 Tf ( )Tj -10.096 -3.18 Td (For )Tj (black)Tj ( )Tj (students, the imp)Tj (acts are larger in math)Tj ( )Tj ($.)Tj (019)Tj ( )Tj (SD$ than in )Tj (reading)Tj ( )Tj ($.)Tj (004)Tj ( )Tj (SD$)Tj (.)Tj ( )Tj -3 -2.3 Td (This seems to be )Tj (primarily )Tj (driven by positive impacts in the elementary grades. For )Tj 33.687 0 Td (white)Tj ( )Tj -33.687 -2.3 Td (students, we )Tj (also )Tj (observe a positive, statistically significant effect in)Tj 27.355 0 Td ( )Tj (both )Tj (math)Tj ( )Tj ($.007)Tj ( )Tj (SD$)Tj ( )Tj (and )Tj -27.355 -2.3 Td (reading $.005SD$. )Tj (Breaking this apart by grade level, the math effect)Tj 27.463 0 Td ( )Tj (for )Tj (white)Tj ( )Tj (students )Tj (is)Tj ( )Tj (present )Tj -27.463 -2.3 Td (in the el)Tj (ementary )Tj (grades )Tj (but not in the midd)Tj (l)Tj (e/high school grades)Tj (. )Tj (We also o)Tj (bserve significant )Tj 0 -2.28 TD (positive impacts for Asian)Tj (/Pacific Island)Tj ( )Tj (students in math $.0)Tj (41)Tj ( )Tj (SD$, which appears to be driven )Tj 0 -2.3 TD (by the positive effects of race)Tj (-)Tj (matching for Asian)Tj (/Pacific Island)Tj ( )Tj (students in )Tj (math in )Tj (the)Tj ( )Tj T* (middle/high school grades $.0)Tj (53)Tj ( )Tj (SD$.)Tj ( )Tj 3 -3.14 Td (For Hispanic )Tj (students, the )Tj (overall )Tj (effects are)Tj ( )Tj (negative, with an )Tj (effect size )Tj (-)Tj (.011)Tj ( )Tj (SD in )Tj -3 -2.3 Td (reading)Tj ( )Tj (and)Tj ( )Tj (-)Tj (.007)Tj ( )Tj (SD in)Tj ( )Tj (math. )Tj (It is )Tj (important to note, however, )Tj (that there are data limitations that )Tj T* (weaken our ability to effectively code own)Tj 17.105 0 Td (-)Tj (race matches with regard to Hispanics. Florida not )Tj -17.105 -2.3 Td (only has a large Hispanic population, but also a particularly diverse Hi\ spanic population. For )Tj T* (example, 54% of Floridian Hisp)Tj (anics identify as having a Caribbean origin, 17% identify as )Tj T* (South American, 11% identify as Central American, and 15% identify as Me\ xican $Pew )Tj ET 1 1 1 scn 191.56 192.36 341.28 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 181.08 Tm (Research Center, 2010$. )Tj 0.133 0.133 0.133 scn (Moreover, these Floridian Hispanics vary considerably in the degree to )Tj ET 1 1 1 scn 72.52 164.76 451.92 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 153.48 Tm (which they are fo)Tj (reign or native born. )Tj ( )Tj (For example, 57% of Mexican Hispanics in Florida are )Tj ET 1 1 1 scn 72.52 137.16 460.56 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 125.88 Tm (native born, and 58% of Caribbean Hispanics are native born. )Tj 24.937 0 Td ( )Tj (At the other end of the spectrum, )Tj ET 1 1 1 scn 72.52 109.56 445.2 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 98.28 Tm (only 33% and 29% of Central American and South American Hispanics in Flo\ rida are nat)Tj 35.88 0 Td (ive )Tj ET endstream endobj 33 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 34 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (16)Tj 0 Tc 0 Tw ( )Tj ET 1 1 1 scn 72.52 719.64 460.8 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 708.36 Tm (born, respectively.)Tj ( )Tj (Unfortunately, the data do not allow us to determine how these various t\ ypes )Tj ET 1 1 1 scn 72.52 692.04 449.52 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 680.76 Tm (of Hispanic students are matched to various types of Hispanic teachers.)Tj 28.52 0 Td ( )Tj (As a result, we would )Tj ET 1 1 1 scn 72.52 664.44 462 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 653.16 Tm (advise readers to interpret the results for Hispanics in Flor)Tj 23.244 0 Td (ida with caution, as our assumption of )Tj ET 1 1 1 scn 72.52 636.84 241.92 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 625.56 Tm (own)Tj (-)Tj (race matching in this case is especially weak.)Tj 0 0 0 scn 20.159 0 Td ( )Tj (As a result of the significant heterogeneity of )Tj -20.159 -2.3 Td (this ethnic group, it is questionable how accurate it is to broadly defi\ ne matches based solely on )Tj 0 -2.3 TD (the designation of )Tj (Hispanic.)Tj ( )Tj 0 -3.14 TD ( )Tj 3 0 Td (To assess whether students in a particular part of the performance distr\ ibution experience )Tj -3 -2.3 Td (a differential benefit from the match, we create annual performance indi\ cators that divide )Tj 0 -2.3 TD (students into performance tertiles, by subject. For each year, )Tj 24.382 0 Td (students in the bottom tertile of )Tj -24.382 -2.3 Td (math or reading achievement for their grade across the entire state that\ year receive a one for a )Tj T* (\223low)Tj (-)Tj (performing\224 indicator variable and a zero otherwise. We then lag this\ indicator and interact )Tj T* (it with the contemporaneou)Tj (s )Tj /TT1 1 Tf (RaceMatch)Tj /TT0 1 Tf ( )Tj [(variable to assess if students at dif)-1(ferent points along )]TJ T* [(the prior year')-1(s performance distribution benef)-1(it differentially from the teacher/student race )]TJ T* (matching effect. This allows us to determine if the effect of race)Tj 25.659 0 Td (-)Tj (matching differentially e)Tj [(ffe)1(c)1(t)1(s )]TJ -25.659 -2.3 Td (students who were lower)Tj (-)Tj ( )Tj (performing in the previous year.)Tj ( )Tj 0 -3.12 TD ( )Tj 3 0 Td (Table )Tj (5)Tj ( )Tj (displays the results of teacher race/ethnicity matching on student readi\ ng and )Tj -3 -2.3 Td (math achievement with an interaction variable identifying race)Tj 25.073 0 Td (-)Tj (matched students who were )Tj -25.073 -2.3 Td (lower performi)Tj (ng in the prior year. Under this specification, lower)Tj 26.52 0 Td (-)Tj (performing students appear to )Tj -26.52 -2.3 Td (particularly benefit from being assigned to a race)Tj 19.632 0 Td (-)Tj (congruent teacher. In reading, the overall )Tj -19.632 -2.3 Td (match effect is insignificant while the interaction for low)Tj 22.772 0 Td (-)Tj (performing student)Tj (s has an effect size )Tj -22.772 -2.3 Td (of .006 SD, which is significant at )Tj /TT1 1 Tf (p)Tj /TT0 1 Tf ( )Tj (< .01. In math, the overall race)Tj (-)Tj (matching effect is .005 SD, )Tj 0 -2.3 TD (with an interaction effect of .007 SD. These results suggest that race)Tj 27.298 0 Td (-)Tj (matching may be )Tj -27.298 -2.3 Td (particularly beneficial for lower performing stud)Tj 19.411 0 Td (ents. )Tj ( )Tj ET endstream endobj 35 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 36 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (17)Tj 0 Tc 0 Tw ( )Tj /C2_0 1 Tf 12 0 0 12 229.6713 708.36 Tm <0001>Tj /TT0 1 Tf ( )Tj (TABLE )Tj (5)Tj ( )Tj (ABOUT HERE )Tj /C2_0 1 Tf <0002>Tj /TT0 1 Tf ( )Tj -10.096 -3.18 Td (We also look at the differential effect of race matching on low)Tj 24.908 0 Td (er)Tj (-)Tj (performing students, by )Tj -27.908 -2.3 Td (race. Table )Tj (6)Tj ( )Tj (shows that low)Tj (-)Tj (performing )Tj (white)Tj ( )Tj (students have a statistically significant interaction )Tj 0 -2.3 TD (effect size of .016 SD in reading and .014 SD in math. For )Tj (black)Tj ( )Tj (students, the interaction effect is )Tj T* (also significant in both reading $.020 SD$ and math $.027 SD$. There\ is no interaction effect for )Tj T* (As)Tj (ian)Tj (/Pacific Island)Tj ( )Tj (students, suggesting that the math impacts previously observed for this \ )Tj T* (group are not differentially related to prior performance. Finally, we a\ gain observe a statistically )Tj T* (significant negative effect of race)Tj (-)Tj (matching for Hispanic studen)Tj (ts, but only for those Hispanic )Tj T* (students who were low)Tj (-)Tj (performing in the prior year. )Tj ( )Tj /C2_0 1 Tf 13.096 -3.12 Td <0001>Tj /TT0 1 Tf ( )Tj (TABLE )Tj (6)Tj ( )Tj (ABOUT HERE )Tj /C2_0 1 Tf <0002>Tj /TT0 1 Tf ( )Tj /TT1 1 Tf -13.096 -3.18 Td (6)Tj (. )Tj (Discussion)Tj ( )Tj /TT0 1 Tf 3 -3.14 Td (Overall, the results presented here indicate that assignment to an own)Tj 27.741 0 Td (-)Tj (race/ethnicity )Tj -30.741 -2.3 Td (teacher has positive and potentially policy relevant reading achievement\ impacts for )Tj 33.904 0 Td (black)Tj ( )Tj (and )Tj -33.904 -2.3 Td (white)Tj ( )Tj (students, and significant math achievement impacts for )Tj 24.744 0 Td (black)Tj (, )Tj (white)Tj (, )Tj (and Asian)Tj [(/Pacif)-1(ic )]TJ ET 1 1 1 scn 150.28 292.2 334.8 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 280.92 Tm (Island)Tj ( )Tj (students. )Tj (In gene)Tj (ral, the results for )Tj (black)Tj ( )Tj (and )Tj (white)Tj ( )Tj (students are strongest at the )Tj ET 1 1 1 scn 72.52 264.6 437.52 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 253.32 Tm (elementary level whereas results for Asian)Tj 17.021 0 Td [(/Pacif)-1(ic)]TJ ( )Tj (students are strongest at the middle/high )Tj ET 1 1 1 scn 72.52 237 63.6 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 225.72 Tm (school level. )Tj (We also examine the effects of race )Tj 19.825 0 Td [(matching by students')-1( prior performance level, )]TJ -19.825 -2.3 Td (finding that l)Tj (ower)Tj (-)Tj (performing )Tj (black)Tj ( )Tj (and )Tj (white)Tj ( )Tj (students appear to particularly benefit from being )Tj T* (assigned to a race)Tj (-)Tj (congruent teacher. )Tj (It is worth noting that although the positive effect sizes )Tj T* (observed here m)Tj (ight seem small, these estimates represent the achievement benefit from \ just one )Tj T* (year of assignment to an own)Tj (-)Tj (race/ethnicity teacher. Thus, the effect sizes reported are )Tj T* (statistically and, if compounded, also potentially policy significant.)Tj 26.884 0 Td ( )Tj ET endstream endobj 37 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 38 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (18)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 108.5199 708.36 Tm (There are a num)Tj (ber of limitations that apply to these results. First, although our data\ set is )Tj -3 -2.3 Td (large and Florida is geographically and ethnically diverse, more researc\ h is needed to determine )Tj 0 -2.3 TD (if these effects would be consistent in other locations, )Tj 21.718 0 Td (including)Tj ( )Tj (location)Tj (s out)Tj (side of the United )Tj -21.718 -2.3 Td (States, which has a unique history associated with race )Tj 22.161 0 Td (relations )Tj (in schools.)Tj ( )Tj ( )Tj -19.161 -3.32 Td (Second)Tj (, it could be the case that)Tj ( )Tj (some of )Tj (the positive effects of same race/ethnicity )Tj -3 -2.28 Td (matching we observe are not the effect of race)Tj 18.492 0 Td (-)Tj (matching but are indicative of systematic )Tj -18.492 -2.3 Td [(differences in teacher quality that vary by a teacher')-1(s race/ethnicity, which would be an )]TJ ET 1 1 1 scn 420.52 514.44 84.96 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 503.16 Tm (interesting finding but one with )Tj (a very different policy interpretation. In )Tj 0.133 0.133 0.133 scn 28.993 0 Td (the)Tj ( )Tj (Appendix, we )Tj ET 1 1 1 scn 72.52 486.84 340.32 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 475.56 Tm (provide a test of this hypo)Tj (thesis, which )Tj (provides credible evidence that)Tj 0 0 0 scn ( )Tj (our primary results are )Tj T* (indicative of a race/ethnicity matching effect rather than systematic di\ fferences in teacher quality )Tj ET 1 1 1 scn 152.92 431.64 383.28 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 420.36 Tm (by race/ethnicity)Tj 0.133 0.133 0.133 scn (. )Tj (Still, t)Tj (hough we control for the average effect of teacher race in our models, a\ s )Tj ET 1 1 1 scn 72.52 404.04 464.88 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 392.76 Tm (well as incorporating a measu)Tj (re of average teacher quality)Tj 23.323 0 Td (, our results)Tj ( )Tj (should be interpreted with )Tj ET 1 1 1 scn 72.52 376.44 448.56 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 365.16 Tm (caution.)Tj ( )Tj (Future research, especially additional experimental analyses, is needed.\ To date, Dee )Tj ET 1 1 1 scn 72.52 348.84 421.92 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 337.56 Tm ($2004$ has conducted the only experimental analysis on this topic. Our\ estimates are for )Tj ET 1 1 1 scn 72.52 321.24 463.2 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 309.96 Tm (st)Tj (u)Tj (dent/teacher race)Tj (-)Tj (matching for )Tj (black)Tj ( )Tj (and )Tj (white)Tj ( )Tj (students at the elementary level are consistent )Tj ET 1 1 1 scn 72.52 293.64 196.08 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 282.36 Tm (in directionality and size to his findings. )Tj 0 0 0 scn 16.331 0 Td (Future research could further confirm our findings using )Tj -16.331 -2.3 Td (experimental data in older grades and in more locations.)Tj 0.133 0.133 0.133 scn 22.464 0 Td ( )Tj 0 0 0 scn -20.964 -3.14 Td (Fu)Tj (rthermore, this study does not address the mechanisms by which own)Tj (-)Tj (race/ethnicity )Tj -1.5 -2.28 Td (teachers might influence students, either passively or actively. Further\ research in this area )Tj T* (should examine a broader range of outcomes and the potential mechanisms \ by whic)Tj 33.49 0 Td (h these )Tj -33.49 -2.3 Td (effects might occur. Still, in light of previous findings about elementa\ ry)Tj 28.718 0 Td (-)Tj (level achievement )Tj -28.718 -2.3 Td (benefits and previous findings about differential subjective evaluations\ and expectations for )Tj T* (minority students, the small but significant impacts on stude)Tj 24.081 0 Td (nt achievement presented here lend )Tj ET endstream endobj 39 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 40 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 9.84 0 0 9.84 72.5199 746.28 Tm ( )Tj 23.78 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (19)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.36 Tm (additional credence to the idea that increasing the amount of diversity \ within the teacher )Tj 0 -2.3 TD (workforce can have positive impacts on students\222 performance in the c\ lassroom.)Tj 32.129 0 Td ( )Tj -29.129 -3.14 Td (Finally)Tj (, it is not yet clear if policies like the M)Tj 18.58 0 Td (inority Teacher Education Scholarship)Tj 15.412 0 Td ( )Tj (in )Tj -36.992 -2.3 Td (Florida or similar policies, which increase the )Tj 18.55 0 Td (recruit)Tj (ment of)Tj 5.692 0 Td ( )Tj (minority teachers)Tj (, )Tj (can produce the )Tj -24.243 -2.3 Td (same positive effects that have been observed here. In our analysis, we \ estimate the effects using )Tj T* (the existing unive)Tj (rse of teachers in Florida, while also controlling for a variety of teac\ her )Tj 0 -2.3 TD (characteristics. As such, we find that given teachers of similar quality\ , students seem to benefit )Tj 0 -2.3 TD (from teachers who share their race/ethnicity. It is possible, however, t\ hat newly)Tj 31.768 0 Td ( )Tj (recruited )Tj -31.768 -2.3 Td (teachers will not be of similar quality. In general, it is unclear if po\ licies designed to actively )Tj 0 -2.3 TD (increase the presence of minority teachers will attract the kinds of tea\ chers that will reduce the )Tj T* (racial achievement gap. This will be an import)Tj 18.604 0 Td (ant area for future research. )Tj ( )Tj -15.604 -3.12 Td (Addressing the achievement gap between minority)Tj 20.299 0 Td ( )Tj (and )Tj (white)Tj ( )Tj (students is a significant )Tj -23.299 -2.3 Td (policy concern that has been the subject of much debate and efforts at r\ eform. In response to this )Tj T* (concern, aggressive recruit)Tj (ment)Tj ( )Tj (of )Tj (minority teachers is one policy lever that has been proposed )Tj T* (by leaders in the education field. Teachers of the same race)Tj 23.684 0 Td (/ethnicity)Tj ( )Tj (could theoretically narrow )Tj -23.684 -2.3 Td (the performance gap between students of different races)Tj 22.408 0 Td (/ ethnicities)Tj ( )Tj (by serving as high)Tj (-)Tj (quality, )Tj -22.408 -2.3 Td (academic role models or because they are more inclined to hold high expe\ ctations for a student\222s )Tj ET 1 1 1 scn 120.52 230.52 13.44 -13.92 re f 136.84 230.52 371.28 -13.92 re f 511.24 230.52 18.72 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 219.24 Tm (potential. )Tj 0.133 0.133 0.133 scn (As)Tj ( )Tj (the proportion of minority students in American schools continues to gro\ w, it)Tj 36.301 0 Td ( )Tj (will )Tj ET 1 1 1 scn 72.52 202.92 334.8 -13.92 re f 410.44 202.92 115.2 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 191.64 Tm (be increasingly important to address issues of teacher recruit)Tj 24.214 0 Td (ment and)Tj ( )Tj (representation and learn )Tj ET 1 1 1 scn 72.52 175.32 190.32 -13.92 re f 265.72 175.32 69.6 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 164.04 Tm (more about the effects through rigorous)Tj 15.857 0 Td ( )Tj (investigations.)Tj 0 0 0 scn 9.84 0 0 9.84 335.4711 164.04 Tm ( )Tj 12 0 0 12 90.5199 124.44 Tm ( )Tj ET endstream endobj 41 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 42 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 0.012 Tc -0.008 Tw 9.84 0 0 9.84 72.5199 746.28 Tm [(R)1(E)2(P)3(R)1(E)2(S)3(E)2(NT)2(AT)2(I)6(ON I)6(N T)2(HE)2( C)1(L)2(AS)3(S)3(R)1(OOM)-3( )]TJ 0 Tc 0 Tw 19.648 0 Td ( )Tj 4.132 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (20)Tj 0 Tc 0 Tw ( )Tj /TT1 1 Tf 12 0 0 12 278.5385 708.36 Tm (R)Tj (eferences)Tj ( )Tj /TT0 1 Tf -17.168 -3.14 Td (Adair, A. V. $1984$. )Tj /TT2 1 Tf (Desegregation: The i)Tj (llusion of )Tj (b)Tj (lack)Tj ( )Tj (p)Tj (rogress)Tj /TT0 1 Tf (. Lanham, MD: University )Tj 3 -2.3 Td (Press of America.)Tj ( )Tj -3 -3.12 Td (Bandeira de Mello, V. $2011$. )Tj /TT2 1 Tf (Mapping state proficiency standards onto the NAEP Scales: )Tj 3 -2.3 Td (Variation and change in state standards for reading and mathematics, 200\ 5)Tj (-)Tj (2009)Tj /TT0 1 Tf ( )Tj ($NCES )Tj 0 -2.3 TD (2011)Tj (-)Tj (458$. National Center for Education Statistics, )Tj 21.107 0 Td (Institute)Tj ( )Tj (of Education Sciences, U.S. )Tj -21.107 -2.3 Td (Department of Education. Washington DC: Government Printing Office. )Tj 29.383 0 Td ( )Tj -32.383 -3.14 Td (Baron, R. M., Tom, D., & Cooper, H. M. $1985$. Social )Tj (c)Tj (lass, )Tj (r)Tj (ace, and )Tj (t)Tj (eacher )Tj (e)Tj (xpectations. In )Tj 3 -2.3 Td (J. Dusek $Ed.$, )Tj /TT2 1 Tf (Teacher )Tj (e)Tj (xpectancies, )Tj /TT0 1 Tf ($pp. 251)Tj (-)Tj (270$. Hillsdale)Tj (, NJ: Lawrence Erlbaum )Tj T* (Associates. )Tj ( )Tj -3 -3.14 Td [(Bettinger, E. P., & Long, B. T. $2005$. Do faculty serve as role model\ s?)1( The impact of instructor )]TJ 3 -2.3 Td (gender on female students. )Tj /TT2 1 Tf (American Economic)Tj ( )Tj ( )Tj (Review)Tj /TT0 1 Tf (, )Tj (95)Tj ($2$, 152)Tj (\226)Tj (157. )Tj T* (doi:10.1257/000282805774670149)Tj ( )Tj -3 -3.12 Td (Cahnmann, M. S. &)Tj ( )Tj (Remillard, J. T. $2002$. What c)Tj (ounts and )Tj (h)Tj (ow: Mathematics )Tj (t)Tj (eaching in )Tj 3 -2.3 Td (c)Tj (ulturally, )Tj (l)Tj (inguistically, and )Tj (s)Tj (ocioeconomically )Tj (d)Tj (iverse )Tj (u)Tj (rban )Tj (s)Tj (ettings. )Tj /TT2 1 Tf (The Urban )Tj T* (Review, )Tj /TT0 1 Tf (34$3$,)Tj /TT2 1 Tf ( )Tj /TT0 1 Tf (179)Tj (-)Tj (204.)Tj ( )Tj -3 -3.14 Td (Casteel, C.A. $1998$. Teacher)Tj (-)Tj (s)Tj (tudent )Tj (i)Tj (nteractions and )Tj (race in i)Tj (ntegrated )Tj (c)Tj (lassrooms, )Tj /TT2 1 Tf (Journal of )Tj 3 -2.3 Td (Educational Research, )Tj /TT0 1 Tf (92, 115)Tj (-)Tj (120.)Tj ( )Tj -3 -3.12 Td (Chetty, R., Friedman, J.)Tj ( )Tj (N., & Rockoff, J.)Tj ( )Tj (E. $201)Tj (4)Tj ($. )Tj (Measuring the impacts of teachers I: )Tj 3 -2.3 Td (Evaluating bias in teacher value)Tj (-)Tj (added estimates)Tj (. )Tj /TT2 1 Tf (American Economic Review,)Tj /TT0 1 Tf ( )Tj (104$9$: )Tj T* (2593)Tj (-)Tj (263)Tj (2. DOI: 10.1257/)Tj (aer.104.9.2593)Tj ( )Tj ET endstream endobj 43 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 44 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 0.012 Tc -0.008 Tw 9.84 0 0 9.84 72.5199 746.28 Tm [(R)1(E)2(P)3(R)1(E)2(S)3(E)2(NT)2(AT)2(I)6(ON I)6(N T)2(HE)2( C)1(L)2(AS)3(S)3(R)1(OOM)-3( )]TJ 0 Tc 0 Tw 19.648 0 Td ( )Tj 4.132 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (21)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.36 Tm (Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. $2007$. How and Why do\ Teacher Credentials )Tj 3 -2.3 Td [(Matter for Student Achievement?)1( )]TJ /TT1 1 Tf (NBER )Tj (Working Paper No. 12828)Tj /TT0 1 Tf (. Retrieved from )Tj 0 -2.3 TD (National Bureau of Economic Research website: )Tj 19.716 0 Td (http://www.nber.org/papers/w12828)Tj (.)Tj ( )Tj ET 345.16 651.24 174.72 0.24 re f BT /TT0 1 Tf 12 0 0 12 72.5199 615.48 Tm (Crain, R. & Mahard, R. $1978$. Desegregation and )Tj (b)Tj (lack )Tj (a)Tj (chievement: A )Tj (r)Tj (eview of the )Tj (r)Tj (esearch, )Tj /TT1 1 Tf 3 -2.3 Td (Law and Contemporary Problems, )Tj /TT0 1 Tf (42, 17)Tj (-)Tj (56.)Tj ( )Tj -3 -3.12 Td (Darkenwald, G.)Tj ( )Tj (G. $1975$. Some effect)Tj (s of the \221)Tj (o)Tj (bvious )Tj (v)Tj (ariable\222: Teacher\222s )Tj (r)Tj (ace and )Tj (h)Tj (olding )Tj 3 -2.3 Td (power with b)Tj (lack )Tj (a)Tj (dult )Tj (s)Tj (tudents. )Tj /TT1 1 Tf (Sociology of Education)Tj /TT0 1 Tf (, 48, 420)Tj (-)Tj (431.)Tj ( )Tj -3 -3.14 Td (Dee, T. S. $2004$. Teachers, )Tj (r)Tj (ace, and )Tj (s)Tj (tudent )Tj (a)Tj (chievement in a )Tj (r)Tj (andomized )Tj (e)Tj (xperiment. T)Tj /TT1 1 Tf (he )Tj 3 -2.3 Td (Review of Economics and Statistics)Tj /TT0 1 Tf 14.164 0 Td ( )Tj (86$1$: 195)Tj (\226)Tj (210.)Tj ( )Tj -17.164 -3.14 Td (Dee, T. S. $2005$. A )Tj (t)Tj (eacher )Tj (l)Tj (ike )Tj (m)Tj (e. Does )Tj (r)Tj (ace, )Tj (e)Tj (thnicity, or )Tj (g)Tj (ender )Tj (m)Tj [(atter?)1( )]TJ /TT1 1 Tf (The American )Tj 3 -2.3 Td (Economic Review)Tj /TT0 1 Tf ( )Tj (95$2$: 158)Tj (-)Tj (165.)Tj ( )Tj -3 -3.12 Td (Ehrenberg, R.)Tj ( )Tj (G. & Brewer, D. J. $1995$. Did )Tj (t)Tj (eachers\222 )Tj (v)Tj (erbal )Tj (a)Tj (bility and )Tj (r)Tj (ace )Tj (m)Tj (atter in the )Tj 3 -2.3 Td [(1960s?)1( Coleman)]TJ ( )Tj (r)Tj (evisite)Tj (d. )Tj /TT1 1 Tf (Economics of Education Review, )Tj /TT0 1 Tf (14 $1$, 1)Tj (-)Tj (21.)Tj ( )Tj -3 -3.14 Td (Ehrenberg, R. G., Goldhaber, D. D. & Brewer, D. J. $1995$. )Tj (Do )Tj (t)Tj [(eachers')-1( )]TJ (r)Tj (ace, )Tj (g)Tj (ender and )Tj 3 -2.3 Td (e)Tj (thnicity )Tj (m)Tj [(atter?)1( Evidence from the National Educational Longitudinal Study of 1988. )]TJ /TT1 1 Tf T* (Industrial and Labor Relations )Tj (Review)Tj /TT0 1 Tf ( )Tj (48$3$: 547)Tj (-)Tj (561.)Tj ( )Tj -3 -3.14 Td (Erikson, E. H. $1968$. )Tj /TT1 1 Tf (Identity, youth, and crisis)Tj /TT0 1 Tf (. )Tj (New York: Norton )Tj ( )Tj 0 -3.12 TD (Farkas, G., Grobe, R., Sheehan, D. & Shuan, Y. $1990$. Cultural )Tj (r)Tj (esources and )Tj (s)Tj (chool )Tj (s)Tj (uccess: )Tj 3 -2.3 Td (Gender, )Tj (e)Tj (thnicity, and )Tj (p)Tj (overty )Tj (g)Tj (roups within an )Tj (u)Tj (rban )Tj (s)Tj (chool )Tj (d)Tj (istric)Tj (t. )Tj /TT1 1 Tf (American )Tj 0 -2.3 TD (Sociological Review, )Tj /TT0 1 Tf (55, 127)Tj (-)Tj (142.)Tj ( )Tj ET endstream endobj 45 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 46 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 0.012 Tc -0.008 Tw 9.84 0 0 9.84 72.5199 746.28 Tm [(R)1(E)2(P)3(R)1(E)2(S)3(E)2(NT)2(AT)2(I)6(ON I)6(N T)2(HE)2( C)1(L)2(AS)3(S)3(R)1(OOM)-3( )]TJ 0 Tc 0 Tw 19.648 0 Td ( )Tj 4.132 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (22)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.36 Tm (Ferguson, R. F. $1998$. Teachers\222 perceptions and expectations and \ the black)Tj 30.935 0 Td (-)Tj (white test score )Tj -27.935 -2.3 Td (gap. In C. Jencks & M. Phillips $Eds.$, )Tj /TT1 1 Tf (The black)Tj (-)Tj (white test score gap)Tj /TT0 1 Tf ( )Tj ($pp. 217)Tj (\226)Tj (317$. )Tj 0 -2.3 TD (Washington, D.C.: Brookings In)Tj (stitution Press.)Tj ( )Tj -3 -3.14 Td (Florida Fund for Minority Teachers, Inc. $2014$. About Us. Retrieved f\ rom )Tj 0 0 1 scn 3 -2.3 Td (http://www.ffmt.org/about/)Tj 0 0 0 scn ( )Tj ( )Tj ET 0 0 1 scn 108.52 585.96 130.559 0.239 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 550.44 Tm (Gibb, S. J., Fergusson, D. M., & Horwood)Tj (, L. J. $2008$. Effects of single)Tj (-)Tj (sex and coeducational )Tj 3 -2.3 Td (schooling on the gender gap in educational achievement. )Tj /TT1 1 Tf 22.964 0 Td (Australian Journal of )Tj -22.964 -2.3 Td (Education)Tj /TT0 1 Tf (, )Tj /TT1 1 Tf (52)Tj /TT0 1 Tf ($3$, 301)Tj (\226)Tj (317.)Tj ( )Tj -3 -3.14 Td (Glick, I. $1971$. Does )Tj (t)Tj (eacher\222s )Tj (s)Tj (kin )Tj (c)Tj (olor )Tj (m)Tj [(atter?)1( )]TJ /TT1 1 Tf (Integrated Education, )Tj /TT0 1 Tf (9, 26)Tj (-)Tj (30.)Tj ( )Tj 0 -3.14 TD (Graham, P. )Tj (A. $1987$. )Tj (Black )Tj (t)Tj (eachers: A )Tj (d)Tj (rastically )Tj (s)Tj (carce )Tj (r)Tj (esource. )Tj /TT1 1 Tf (Phi Delta Kappan)Tj /TT0 1 Tf (, 68$8$: )Tj 3 -2.3 Td (598)Tj (-)Tj (605.)Tj ( )Tj -3 -3.12 Td (Greene, J)Tj ( )Tj (.P., Winters, M.)Tj ( )Tj (A. & Forster, G. $2004$. Testing high)Tj (-)Tj (stakes tests: Can we believe the )Tj 3 -2.3 Td (r)Tj (esults of accountability tests?)Tj ( )Tj /TT1 1 Tf (Teachers College Record, )Tj /TT0 1 Tf (106$6$: )Tj (1124)Tj (-)Tj (1144.)Tj ( )Tj -3 -3.14 Td (Hess, F. M. & Leal, D.)Tj ( )Tj (L. $1997$. Minority teachers, m)Tj (inority )Tj (s)Tj (tudents, and )Tj (c)Tj (ollege )Tj 3 -2.3 Td (m)Tj (atriculation: A )Tj (n)Tj (ew )Tj (l)Tj (ook at the )Tj (r)Tj (ole)Tj (-)Tj (m)Tj (odeling )Tj (h)Tj (ypothesis. )Tj /TT1 1 Tf (Policy Studies Journal)Tj /TT0 1 Tf ( )Tj (25$2$: )Tj 0 -2.3 TD (235)Tj (-)Tj (248.)Tj ( )Tj -3 -3.14 Td (Howsen, R.)Tj ( )Tj (M. & Trawick, M.)Tj ( )Tj (W. $2007$. Teachers, )Tj (r)Tj (ace and )Tj (s)Tj (tudent )Tj (a)Tj (chievement )Tj (r)Tj (evisited. )Tj /TT1 1 Tf 3 -2.3 Td (Applied Economics Letters, )Tj /TT0 1 Tf (14$14$, 1023)Tj (-)Tj (1027.)Tj ( )Tj -3 -3.12 Td (Ingersoll, R. M. & May, H. $2011$. )Tj /TT1 1 Tf (Recruitment, r)Tj (etention and the )Tj (m)Tj (inority )Tj (t)Tj (eacher )Tj (s)Tj (hortage)Tj /TT0 1 Tf ( )Tj 3 -2.3 Td ($Report No. 69$. )Tj (Philadelphia, PA: )Tj (The Consortium for Policy Research in Education)Tj 34.161 0 Td (.)Tj ( )Tj ET endstream endobj 47 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 48 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 0.012 Tc -0.008 Tw 9.84 0 0 9.84 72.5199 746.28 Tm [(R)1(E)2(P)3(R)1(E)2(S)3(E)2(NT)2(AT)2(I)6(ON I)6(N T)2(HE)2( C)1(L)2(AS)3(S)3(R)1(OOM)-3( )]TJ 0 Tc 0 Tw 19.648 0 Td ( )Tj 4.132 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (23)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.36 Tm (Kane, T.)Tj ( )Tj (J. & Staiger, D.)Tj ( )Tj (O. $2008$. Estimating )Tj (t)Tj (eacher )Tj (i)Tj (mpacts on )Tj (s)Tj (tudent )Tj (a)Tj (chievement: An )Tj 3 -2.3 Td (e)Tj (xperimental )Tj (e)Tj (valuation. )Tj /TT1 1 Tf (NBER Working Paper No. 14607)Tj /TT0 1 Tf (. )Tj (Retrieved from National )Tj 0 -2.3 TD (Bureau of Economic Research website: )Tj 0 0 1 scn 16.022 0 Td (http://www.nber.org/papers/w14607)Tj 0 0 0 scn ( )Tj ( )Tj ET 0 0 1 scn 300.76 651.24 174.72 0.24 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 615.48 Tm (King, S. H. $1993$. The )Tj (l)Tj (imited )Tj (presence of African)Tj (-)Tj (American t)Tj (eachers. )Tj /TT1 1 Tf (Review of Education )Tj 3 -2.3 Td (Research)Tj /TT0 1 Tf ( )Tj (6: 115)Tj (-)Tj (149.)Tj /TT1 1 Tf ( )Tj /TT0 1 Tf -3 -3.12 Td (Kirby, S. N., Berends, M. & Naftel, S . $1999$. 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Racial mismatch in the class\ room: Beyond)Tj 34.468 0 Td ( )Tj (black)Tj (-)Tj -31.468 -2.3 Td (white differences. )Tj /TT1 1 Tf (Sociology of Education)Tj /TT0 1 Tf (, )Tj /TT1 1 Tf (86)Tj /TT0 1 Tf ($1$, 3)Tj (\226)Tj (17. doi:10.1177/0038040712444857)Tj ( )Tj -3 -3.14 Td (McLoyd, V. C. $1998$. Socioeconomic )Tj (disadvantage and c)Tj (hild )Tj (d)Tj (evelopment. )Tj /TT1 1 Tf (American )Tj 3 -2.3 Td (Psychologist, )Tj /TT0 1 Tf (53, 185)Tj (-)Tj (204.)Tj ( )Tj -3 -3.14 Td (Meier, K.)Tj ( )Tj (J., Wrinkle, R., & Polinard, J.)Tj ( )Tj (L. $1999$. Representative )Tj (b)Tj (ureaucracy and )Tj (d)Tj (istributional )Tj 3 -2.3 Td (equity: Addressing the h)Tj (ard )Tj (q)Tj (uestion. )Tj /TT1 1 Tf (Journal of Politics, )Tj /TT0 1 Tf (61, 1025)Tj (-)Tj (1039.)Tj ( )Tj -3 -3.12 Td (Morris, E. W. $2005$. 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Women helping women?)1( Role)]TJ (-)Tj (model and mentoring )Tj 3 -2.3 Td (effects on female Ph.D. students in economics. )Tj /TT1 1 Tf (The Journal of Human Resources)Tj /TT0 1 Tf (, )Tj /TT1 1 Tf (33)Tj /TT0 1 Tf ($1$, )Tj 0 -2.3 TD (220)Tj (\226)Tj (246.)Tj ( )Tj -3 -3.14 Td (Nixon, L. A., &)Tj ( )Tj (Robinson, M. D. $1999$. The educational attainment of young women: Rol\ e )Tj 3 -2.3 Td (model effects of female high school faculty. )Tj /TT1 1 Tf 17.885 0 Td (Demography)Tj /TT0 1 Tf (, )Tj /TT1 1 Tf (36)Tj /TT0 1 Tf ($2$, 185)Tj (\226)Tj (194.)Tj ( )Tj -20.885 -3.12 Td [(Ohberg, H. $1972$. Does the black child need a black teacher?)1( )]TJ /TT1 1 Tf 25.156 0 Td (Integrated Education)Tj /TT0 1 Tf (, 10, 27)Tj (-)Tj (28.)Tj ( )Tj -25.156 -3.14 Td (Ouazad, A. $201)Tj (4$. 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Representative )Tj (b)Tj (ureaucracy, )Tj (e)Tj (thnicity, and )Tj (p)Tj (ublic )Tj (s)Tj (chools. )Tj /TT1 1 Tf (Administration and )Tj 3 -2.3 Td (Society)Tj /TT0 1 Tf (, 39, 497)Tj (-)Tj (526.)Tj ( )Tj -3 -3.14 Td (Robst, J., Keil, J., & Russo, D. $1998$. The effect of gender composit\ ion of faculty on student )Tj 3 -2.3 Td (retention. )Tj /TT1 1 Tf (Economics of Education Review)Tj /TT0 1 Tf (, )Tj /TT1 1 Tf (17)Tj /TT0 1 Tf ($4$, )Tj (429)Tj (\226)Tj (439. doi:10.1016/S0272)Tj (-)Tj T* (7757$97$00049)Tj (-)Tj (6)Tj ( )Tj -3 -3.12 Td (Sanders, J. M $198)Tj (4)Tj ($. Faculty )Tj (d)Tj (esegregation and )Tj (s)Tj (tudent )Tj (a)Tj (chievement. )Tj /TT1 1 Tf (American Educational )Tj 3 -2.3 Td (Research Journal)Tj /TT0 1 Tf (, 21$3$: 605)Tj (-)Tj (616.)Tj ( )Tj -3 -3.14 Td (Staiger, A. $2004$. 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The effect of same)Tj (-)Tj 3 -2.28 Td (gender teacher assignment on student achievement in the elementary and s\ econdary )Tj T* (grades: Evidence from panel data. )Tj /TT1 1 Tf 13.883 0 Td (Economics of Education Review)Tj /TT0 1 Tf (, )Tj (34)Tj (, 69)Tj (\226)Tj (75.)Tj ( )Tj (doi: )Tj -13.883 -2.3 Td (10.)Tj (1016/j.econedurev.2013.01.007)Tj ( )Tj ET endstream endobj 53 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 54 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 0.012 Tc -0.008 Tw 9.84 0 0 9.84 72.5199 746.28 Tm [(R)1(E)2(P)3(R)1(E)2(S)3(E)2(NT)2(AT)2(I)6(ON I)6(N T)2(HE)2( C)1(L)2(AS)3(S)3(R)1(OOM)-3( )]TJ 0 Tc 0 Tw 19.648 0 Td ( )Tj 4.132 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (26)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.5199 708.6 Tm (Table 1)Tj (. )Tj ( )Tj /TT1 1 Tf 0 -2.18 TD (Ratio of students to teachers by same)Tj (-)Tj (race groupings)Tj ( )Tj ET q 67.24 654.36 79.68 22.32 re W n BT /TT0 1 Tf 12 0 0 12 72.5199 665.64 Tm (Year)Tj 1.943 0 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99.1684 675.96 Tm (i)Tj 0.281 0 Td (t)Tj 12 0 0 12 103.6137 677.4 Tm ( )Tj (+ teacher_controls)Tj 7.92 0 0 7.92 195.6762 675.96 Tm (j)Tj 12 0 0 12 197.9027 677.4 Tm ( )Tj (+ school_controls)Tj 7.92 0 0 7.92 286.6606 675.96 Tm (s)Tj 0.393 0 Td (t)Tj 12 0 0 12 291.9965 677.4 Tm ( )Tj (+student)Tj 7.92 0 0 7.92 336.4281 675.96 Tm (i)Tj 12 0 0 12 338.6508 677.4 Tm ( )Tj (+ )Tj /C2_10 1 Tf <0002>Tj /TT0 1 Tf 0.004 Tc -0.004 Tw 7.92 0 0 7.92 356.4574 675.96 Tm [(i)1(jk)-2(s)-1(t)]TJ 0 Tc 0 Tw 12 0 0 12 370.2426 677.4 Tm ( )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 108.52 651 165.36 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 108.5199 639.72 Tm (Results are presented in )Tj (Table )Tj (A1.)Tj 0 0 0 scn ( )Tj (The omitted )Tj (reference )Tj (group in all cases is the )Tj -3 -2.3 Td (teacher/student race match)Tj 10.661 0 Td (;)Tj ( )Tj (hence, coefficients are always interpreted relative to the effects of )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 275.32 595.8 259.92 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 72.5199 584.52 Tm (being assigned to a race)Tj (-)Tj (matched teacher. )Tj 0.133 0.133 0.133 scn (Each panel, by subject, incorporates the results from a )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 72.52 568.2 451.44 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 72.5199 556.92 Tm (single regression, presented in a matrix format to ease interpretation. \ Shaded cells indicate the )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 72.52 540.6 324.48 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 72.5199 529.32 Tm (students who were found to benefit from race)Tj (-)Tj (matching in Table 4. )Tj 0 0 0 scn (The idea behind this check is )Tj 0 -2.3 TD (to con)Tj [(sider whether the coefficient for a teacher')-1(s particular race/ethnicity meaningfully differs )]TJ T* (across students of different race/ethnicities. For instance, if the coef\ ficient for black teachers for )Tj T* (the regressions in reading is found to be of a similar direc)Tj (tion, significance level, and magnitude )Tj T* (when black teachers are paired with other students $comparing horizonta\ lly$, we would consider )Tj T* (that evidence that the prior evidence of a race/ethnicity match effect f\ or black students is due to )Tj T* (black teachers being )Tj (systematically more effective at teaching reading than other teachers. W\ e )Tj T* (can also determine which non)Tj (-)Tj (race matched teachers are primarily driving the positive race)Tj 36.484 0 Td (-)Tj -36.484 -2.3 Td (matching results $comparing vertically$. For example, the positive rea\ ding effects we find )Tj 36.156 0 Td (for )Tj -36.156 -2.3 Td (black students paired with black teachers seems to be primarily driven b\ y black students doing )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 355.72 264.6 174.72 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 72.5199 253.32 Tm (worse when paired with both white and Hispanic teachers. )Tj 0.133 0.133 0.133 scn 23.604 0 Td (Looking at grades three through ten, )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 72.52 237 448.56 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 72.5199 225.72 Tm (math and reading results for )Tj (black)Tj ( )Tj (students are)Tj ( )Tj (largely)Tj ( )Tj (consist)Tj (ent with the results)Tj ( )Tj (presented in )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 72.52 209.4 465.6 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 72.5199 198.12 Tm (Table 4)Tj (\227)Tj (all teacher matches result in negative or null effects, compared to a bl\ ack student/black )Tj ET q 16.6 18.6 578.8 754.8 re W n 1 1 1 scn 72.52 181.8 339.84 -13.92 re f Q BT /TT0 1 Tf 12 0 0 12 72.5199 170.52 Tm (teacher match. 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For insta)Tj (nce, if b)Tj (lack teachers are systematically better at teaching reading than )Tj ET 1 1 1 scn 72.52 567.72 430.8 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 556.44 Tm (are teachers of other race/ethnicities, then we would suspect estimation\ of $i$ to produce a )Tj ET 1 1 1 scn 72.52 540.12 437.28 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 528.84 Tm (statistically significant and positive result f)Tj 17.192 0 Td (or the match of black students to b)Tj (lack te)Tj (achers)Tj (.)Tj ( )Tj ( )Tj 0 0 0 scn -14.192 -3.32 Td (We analyze a series of regressions designed to consider whether our find\ ings derive from )Tj ET 1 1 1 scn 483.64 472.92 51.36 -13.92 re f BT 0 0 0 scn /TT0 1 Tf 12 0 0 12 72.5199 461.64 Tm (a matching effect or from systematic differences in teacher quality by r\ ace/ ethnicity. )Tj 0.133 0.133 0.133 scn 34.265 0 Td (Modifying )Tj ET 1 1 1 scn 72.52 445.32 465.6 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 434.04 Tm (an approach )Tj (by)Tj ( )Tj (Ouazad $2014$)Tj (,)Tj 0.015 Tc -0.015 Tw 7.92 0 0 7.92 223.48 439.56 Tm (11)Tj 0 Tc 0 Tw 12 0 0 12 231.4574 434.04 Tm ( )Tj (we replace )Tj /TT2 1 Tf (RaceMatch)Tj /TT0 1 Tf ( )Tj (with a s)Tj (et of dummy variables)Tj (\227)Tj (one for )Tj ET 1 1 1 scn 72.52 417.72 456.96 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 406.44 Tm (each )Tj (pair of student and teacher races)Tj 14.992 0 Td ( )Tj /TT2 1 Tf (r, r)Tj /TT0 1 Tf [(')-1(. )]TJ (Dummy)Tj ( )Tj ($teacher race = )Tj /TT2 1 Tf (r)Tj /TT0 1 Tf ($ )Tj /TT2 1 Tf (x )Tj /TT0 1 Tf (Dummy)Tj ( )Tj ($student race = )Tj ET 1 1 1 scn 72.52 390.12 445.92 -13.92 re f BT 0.133 0.133 0.133 scn /TT2 1 Tf 12 0 0 12 72.5199 378.84 Tm (r')Tj /TT0 1 Tf [($ is equal to one if the teacher')-1(s race is )]TJ /TT2 1 Tf 16.111 0 Td (r)Tj /TT0 1 Tf ( )Tj [(and the student')-1(s race is )]TJ /TT2 1 Tf (r', )Tj /TT0 1 Tf (and zero otherwise. The )Tj ET 1 1 1 scn 72.52 362.52 443.52 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 351.24 Tm (omitted variables are the )Tj (teacher/ student race matches $ie. )Tj /TT2 1 Tf 23.655 0 Td (r)Tj /TT0 1 Tf ( )Tj (= )Tj /TT2 1 Tf (r')Tj /TT0 1 Tf ($, hence we interpret the )Tj /C2_0 1 Tf <0001>Tj /TT2 1 Tf 0.002 Tc -0.002 Tw 7.92 0 0 7.92 505.9847 349.8 Tm [(r)-2(,r)-2(' )]TJ ET 1 1 1 scn 72.52 334.92 435.36 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 0 Tc 0 Tw 12 0 0 12 72.5199 323.64 Tm (coefficients relative to the student/teacher race)Tj 18.63 0 Td (-)Tj (match. )Tj (We)Tj ( )Tj (also )Tj (control for year, grade, and )Tj ET 1 1 1 scn 72.52 307.32 438.24 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 296.04 Tm (student fixed effects, as before. Additionally, we control for teacher e\ xp)Tj 28.797 0 Td (erience, experi)Tj (ence )Tj ET 1 1 1 scn 72.52 279.72 441.84 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 268.44 Tm (squared,)Tj ( )Tj (teacher gender)Tj (, and the full set of school controls used in equation $i$)Tj 31.296 0 Td (. )Tj (Because this )Tj ET 1 1 1 scn 72.52 252.12 458.16 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 240.84 Tm (investigation is designed to look for a relationship between teacher qua\ lity and teacher race, we )Tj ET 1 1 1 scn 72.52 224.52 402.96 -13.92 re f BT 0.133 0.133 0.133 scn /TT0 1 Tf 12 0 0 12 72.5199 213.24 Tm (do not include controls for teacher race or our measure o)Tj 22.658 0 Td (f teacher quality. )Tj (Formally,)Tj ( )Tj 0 0 0 scn /C2_1 1 Tf 10.8 0 0 10.8 72.52 86.04 Tm <0001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 8.889 0 Td <00010001000100010001000100010001000100010001000100010001000100010001000100010001>Tj 4.444 0 Td <0001>Tj ET 72.52 87.96 144 0.72 re f BT /TT0 1 Tf 0.019 Tc -0.019 Tw 6.48 0 0 6.48 72.52 78.36 Tm [(1)1(1)]TJ 0 Tc 0 Tw 9.84 0 0 9.84 79.0199 73.8 Tm ( )Tj 0.008 Tc -0.004 Tw 0.254 0 Td [(S)-1(e)1(e)1( T)-2(a)1(bl)4(e)1( 9 of)2( O)-4(ua)1(z)1(a)1(d $)3(2014$)]TJ 0 Tc 0 Tw 12.219 0 Td ( )Tj ET endstream endobj 235 0 obj <> endobj 236 0 obj <>stream H‰¤UiTU×þö9÷¾‡¨ˆA'xøQ08 â¦"NØ¥Q— 8`ŒRçjDM#jCª!Ni›Æ¬ð¬³Æ!jcjpŠÕºÔ:ÇjÔèÊÒ¤5òn¿÷ ©Éßœ½Î]çœ»Ï>{üvÉ”_¢Þ€FR~qÞdÔŒ*ÎùÓJ5[©ü¢ÆL[\³¯ó `~;vâÌ1ÿ,½: hð1ð¤¨0¯àòÀù@Ø2u)âA ØE~Z—Ì¨Ý?÷î'¾–ŸWwn`6î}§QqÞŒÚ÷ÃãùqLÊ+.¬Ýæ§ýä×¦–Ôîò?yJáÿø÷AÉ^EIÞQ6|â•aµ'¿d¨_,Á;4ŒÚ•ùã™Óþ3>?2üáf?ßl®W `Ýà¼Íy×“i=7'Àéo]×A4¹UÍ¬‘XˆV¸‹ ÂH|¡4ÒäedÃP4’nè+)þˆ†}‘…`dâ+©JtÀ×’Žù‰X‹–€ÆHÆ;X'½{˜s2[yûIBkô“ë!ËÚÍ7€x«%áüã/Në*%LÅo±`!+Íu”’…_a’µ#pVrd¸Õ}0 s±ëq·å-9l˜V.:c4¦ˆ]‚$Z—Z Á¼Xg§uÌ:ƒ@ò¯§Ô*ÆH·¾AîbÑÃAèDš„ Ø…+*u*Ï·Fb*u4uÌÀbÚ¶OfK¥°6Ñš®ÈÇ<\—rXE˜ÍÇÖ,¼Dûâ©i6áSÅ}JK—ÁºØ“h `Nù!i|i!ÞÄÇôÜÒ1i 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Tm (.003)Tj ( )Tj ET Q q 491.16 242.84 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.7899 247.64 Tm ( )Tj ET Q q 504.6 242.84 72.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 521.1299 247.64 Tm (.035***)Tj ( )Tj ET Q q 576.84 242.84 66.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 597.537 247.64 Tm (-)Tj (.043)Tj ( )Tj ET Q q 643.08 242.84 72.72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 659.86 247.64 Tm (.042***)Tj ( )Tj ET Q q 270.6 227 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 287.4838 231.8 Tm ($.019$)Tj ( )Tj ET Q q 333.72 227 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 355.1036 231.8 Tm ($.052$)Tj ( )Tj ET Q q 405.72 227 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 433.8536 231.8 Tm ($.022$)Tj ( )Tj ET Q q 491.16 227 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.7899 231.8 Tm ( )Tj ET Q q 504.6 227 72.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 526.1339 231.8 Tm ($.012$)Tj ( )Tj ET Q q 576.84 227 66.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 595.5389 231.8 Tm ($.050$)Tj ( )Tj ET Q q 643.08 227 72.72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 664.8639 231.8 Tm ($.014$)Tj ( )Tj ET Q q 72.6 195.32 198 31.68 re W n BT /TT0 1 Tf 12 0 0 12 77.88 215.96 Tm (Asian Race Match )Tj (*Low Performing)Tj ( )Tj ET Q q 270.6 211.16 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 289.4818 215.96 Tm (-)Tj (.039)Tj ( )Tj ET Q q 333.72 211.16 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 357.1017 215.96 Tm (-)Tj (.108)Tj ( )Tj ET Q q 405.72 211.16 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 435.8517 215.96 Tm (-)Tj (.047)Tj ( )Tj ET Q q 491.16 211.16 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.7899 215.96 Tm ( )Tj ET Q q 504.6 211.16 72.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 530.1299 215.96 Tm (.020)Tj ( )Tj ET Q q 576.84 211.16 66.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 599.535 215.96 Tm (.014)Tj ( )Tj ET Q q 643.08 211.16 72.72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 666.8619 215.96 Tm (-)Tj (.010)Tj ( )Tj ET Q q 270.6 195.32 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 287.4838 200.12 Tm ($.053$)Tj ( )Tj ET Q q 333.72 195.32 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 355.1036 200.12 Tm ($.170$)Tj ( )Tj ET Q q 405.72 195.32 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 433.8536 200.12 Tm ($.065$)Tj ( )Tj ET Q q 491.16 195.32 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.7899 200.12 Tm ( )Tj ET Q q 504.6 195.32 72.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 526.1339 200.12 Tm ($.043$)Tj ( )Tj ET Q q 576.84 195.32 66.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 595.5389 200.12 Tm ($.111$)Tj ( )Tj ET Q q 643.08 195.32 72.72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 664.8639 200.12 Tm ($.047$)Tj ( )Tj ET Q q 72.6 179.48 198 15.84 re W n BT /TT0 1 Tf 12 0 0 12 77.88 184.28 Tm (R)Tj (-)Tj (Squared)Tj ( )Tj ET Q q 270.6 179.48 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 294.4799 184.28 Tm (.87)Tj ( )Tj ET Q q 333.72 179.48 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 362.0997 184.28 Tm (.92)Tj ( )Tj ET Q q 405.72 179.48 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 440.8497 184.28 Tm (.89)Tj ( )Tj ET Q q 491.16 179.48 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.7899 184.28 Tm ( )Tj ET Q q 504.6 179.48 72.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 533.1299 184.28 Tm (.89)Tj ( )Tj ET Q q 576.84 179.48 66.24 15.84 re W n BT /TT0 1 Tf 12 0 0 12 602.535 184.28 Tm (.93)Tj ( )Tj ET Q q 643.08 179.48 72.72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 671.86 184.28 Tm (.90)Tj ( )Tj ET Q q 72.6 163.4 198 16.08 re W n BT /TT0 1 Tf 12 0 0 12 77.88 168.44 Tm (Observations)Tj ( )Tj ET Q q 270.6 163.4 63.12 16.08 re W n BT /TT0 1 Tf 12 0 0 12 277.9799 168.44 Tm (5,106,697)Tj ( )Tj ET Q q 333.72 163.4 72 16.08 re W n BT /TT0 1 Tf 12 0 0 12 345.5997 168.44 Tm (1,443,623)Tj ( )Tj ET Q q 405.72 163.4 85.44 16.08 re W n BT /TT0 1 Tf 12 0 0 12 424.3497 168.44 Tm (3,663,074)Tj ( )Tj ET Q q 491.16 163.4 13.44 16.08 re W n BT /TT0 1 Tf 12 0 0 12 497.7899 168.44 Tm ( )Tj ET Q q 504.6 163.4 72.24 16.08 re W n BT /TT0 1 Tf 12 0 0 12 516.6299 168.44 Tm (5,177,527)Tj ( )Tj ET Q q 576.84 163.4 66.24 16.08 re W n BT /TT0 1 Tf 12 0 0 12 586.035 168.44 Tm (1,410,310)Tj ( )Tj ET Q q 643.08 163.4 72.72 16.08 re W n BT /TT0 1 Tf 12 0 0 12 655.36 168.44 Tm (3,767,217)Tj ( )Tj ET Q 71.88 162.44 198.72 0.96 re f 269.88 162.44 0.959 0.96 re f 270.84 162.44 62.88 0.96 re f 333 162.44 0.96 0.96 re f 333.96 162.44 71.76 0.96 re f 405 162.44 0.96 0.96 re f 405.96 162.44 85.199 0.96 re f 490.44 162.44 0.96 0.96 re f 491.4 162.44 13.2 0.96 re f 503.88 162.44 0.959 0.96 re f 504.84 162.44 72 0.96 re f 576.12 162.44 0.96 0.96 re f 577.08 162.44 66 0.96 re f 642.36 162.44 0.96 0.96 re f 643.32 162.44 72.48 0.96 re f BT /TT0 1 Tf 0.007 Tc -0.003 Tw 9.84 0 0 9.84 72.6 153.08 Tm [(N)-5(o)-1(t)3(e:)3( T)-3(h)-1(i)3(s t)3(ab)-1(l)3(e p)-1(r)1(esen)-1(t)3(s t)3(h)-1(e r)1(esu)-1(l)3(t)2(s o)-1(f)1( si)3(x)-1( sep)-1(ar)1(at)3(e r)1(eg)-1(r)1(essi)2(o)-1(n)-1(s.)3( T)-3(h)-1(e d)-1(ep)-1(en)-1(d)-1(en)-1(t)3( v)-1(ar)1(i)3(ab)-1(l)3(e i)2(s t)2(h)-1(e st)3(u)-1(d)-1(en)-1(t)2(')3(s st)2(an)-1(d)-1(ar)1(d)-1(i)2(zed)-1( sco)-1(r)1(e)]TJ 0 Tc 0 Tw 49.514 0 Td ( )Tj 0.008 Tc -0.004 Tw 0.254 0 Td [(on t)4(he)1( F)-1(C)-3(A)-4(T)-2( r)3(e)1(a)1(di)4(ng or)3( m)-4(a)1(t)4(h t)4(e)1(s)2(t)4(.)4( )]TJ -49.768 -1.341 Td [(L)-2(ow)-4( pe)1(r)2(f)2(or)2(m)-5(i)4(ng s)1(t)4(ude)1(nt)3(s)1( a)1(r)2(e)1( i)3(de)1(nt)4(i)3(f)2(i)4(e)1(d a)1(s)1( s)1(t)3(ude)1(nt)3(s)1( w)-4(ho w)-4(e)1(r)2(e)1( i)4(n t)4(he)1( bot)4(t)4(om)-5( t)3(e)1(r)2(t)3(i)4(l)4(e)1( of)2( pe)1(r)2(f)2(or)2(m)-5(a)1(nc)1(e)]TJ 0 Tc 0 Tw 39.624 0 Td ( )Tj 0.005 Tc -0.001 Tw 0.254 0 Td [(i)1(n)-3( t)1(h)-3(e)-2(i)1(r g)-3(ra)-2(d)-3(e)-2( a)-2(c)-2(ro)-3(s)-1(s)-1( t)1(h)-3(e)-2( e)-2(n)-3(t)1(i)1(re)-2( s)-1(t)1(a)-2(t)1(e)-2( i)1(n)-3( t)1(h)-3(e)-2( p)-3(re)-2(v)-3(i)1(o)-3(u)-3(s)-1( y)-3(e)-2(a)-2(r.)1( )]TJ 0.007 Tc -0.003 Tw -39.878 -1.341 Td [(M)-8(o)-1(d)-1(el)2(s i)2(n)-1(cl)2(u)-1(d)-1(e co)-1(n)-1(t)2(r)2(o)-1(l)2(s f)1(o)-1(r)1( y)-1(ear)1(,)3( g)-1(r)1(ad)-1(e,)3( t)2(ea)1(cher)1( g)-1(en)-1(d)-1(er)1(,)3( t)2(each)-1(er)1( r)1(a)1(ce,)3( t)2(each)-1(er)1( ex)-1(p)-1(er)1(i)2(en)-1(ce,)3( 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q 473.16 514.52 62.88 24 re W n BT /TT0 1 Tf 12 0 0 12 478.4401 527.48 Tm ( )Tj ET Q q 536.04 514.52 13.68 24 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 527.48 Tm ( )Tj ET Q q 549.72 514.52 67.44 24 re W n BT /TT0 1 Tf 12 0 0 12 554.9998 527.48 Tm ( )Tj ET Q q 617.16 514.52 76.56 24 re W n BT /TT0 1 Tf 12 0 0 12 622.4401 527.48 Tm ( )Tj ET Q 67.08 538.52 406.08 0.959 re f 473.16 538.52 0.96 0.959 re f 474.12 538.52 61.92 0.959 re f 536.04 538.52 0.96 0.959 re f 537 538.52 12.72 0.959 re f 549.72 538.52 0.96 0.959 re f 550.68 538.52 66.479 0.959 re f 617.16 538.52 0.96 0.959 re f 618.12 538.52 75.6 0.959 re f q 67.32 483.08 190.56 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 503.48 Tm (White Teacher/ White Student)Tj ( )Tj ET Q q 257.88 498.68 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 267.975 503.48 Tm (.005***)Tj ( )Tj ET Q q 316.92 498.68 58.8 15.84 re W n BT /TT0 1 Tf 12 0 0 12 326.775 503.48 Tm (.007***)Tj ( )Tj ET Q q 375.72 498.68 12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 503.48 Tm ( )Tj ET Q q 387.72 498.68 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 419.8497 503.48 Tm (.005)Tj ( )Tj ET Q q 473.16 498.68 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 488.0399 503.48 Tm (.007**)Tj ( )Tj ET Q q 536.04 498.68 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 503.48 Tm ( )Tj ET Q q 549.72 498.68 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 572.8497 503.48 Tm (.002)Tj ( )Tj ET Q q 617.16 498.68 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 642.7919 503.48 Tm (-)Tj (.001)Tj ( )Tj ET Q q 257.88 483.08 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 487.64 Tm ($.001$)Tj ( )Tj ET Q q 316.92 483.08 58.8 15.6 re W n BT /TT0 1 Tf 12 0 0 12 331.7789 487.64 Tm ($.001$)Tj ( )Tj ET Q q 375.72 483.08 12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 487.64 Tm ( )Tj ET Q q 387.72 483.08 85.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 415.8536 487.64 Tm ($.003$)Tj ( )Tj ET Q q 473.16 483.08 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 487.64 Tm ($.003$)Tj ( )Tj ET Q q 536.04 483.08 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 487.64 Tm ( )Tj ET Q q 549.72 483.08 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 487.64 Tm ($.002$)Tj ( )Tj ET Q q 617.16 483.08 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 487.64 Tm ($.002$)Tj ( )Tj ET Q q 67.32 451.4 190.56 31.68 re W n BT /TT0 1 Tf 12 0 0 12 72.6 472.04 Tm (Black Teacher/ Black Student)Tj ( )Tj ET Q q 257.88 467.24 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 267.975 472.04 Tm (.004***)Tj ( )Tj ET Q q 316.92 467.24 58.8 15.84 re W n BT /TT0 1 Tf 12 0 0 12 326.775 472.04 Tm (.019***)Tj ( )Tj ET Q q 375.72 467.24 12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 472.04 Tm ( )Tj ET Q q 387.72 467.24 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 410.8497 472.04 Tm (.012***)Tj ( )Tj ET Q q 473.16 467.24 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 485.0399 472.04 Tm (.030***)Tj ( )Tj ET Q q 536.04 467.24 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 472.04 Tm ( )Tj ET Q q 549.72 467.24 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 572.8497 472.04 Tm (.001)Tj ( )Tj ET Q q 617.16 467.24 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 635.7899 472.04 Tm (.012***)Tj ( )Tj ET Q q 257.88 451.4 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 456.2 Tm ($.002$)Tj ( )Tj ET Q q 316.92 451.4 58.8 15.84 re W n BT /TT0 1 Tf 12 0 0 12 331.7789 456.2 Tm ($.002$)Tj ( )Tj ET Q q 375.72 451.4 12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 456.2 Tm ( )Tj ET Q q 387.72 451.4 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 415.8536 456.2 Tm ($.003$)Tj ( )Tj ET Q q 473.16 451.4 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 456.2 Tm ($.004$)Tj ( )Tj ET Q q 536.04 451.4 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 456.2 Tm ( )Tj ET Q q 549.72 451.4 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 456.2 Tm ($.002$)Tj ( )Tj ET Q q 617.16 451.4 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 456.2 Tm ($.002$)Tj ( )Tj ET Q q 67.32 419.96 190.56 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 440.36 Tm (Hispanic Teacher/ Hispanic Student)Tj ( )Tj ET Q q 257.88 435.8 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 265.9769 440.36 Tm (-)Tj (.009***)Tj ( )Tj ET Q q 316.92 435.8 58.8 15.6 re W n BT /TT0 1 Tf 12 0 0 12 324.777 440.36 Tm (-)Tj (.007***)Tj ( )Tj ET Q q 375.72 435.8 12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 440.36 Tm ( )Tj ET Q q 387.72 435.8 85.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 411.8517 440.36 Tm (-)Tj (.009**)Tj ( )Tj ET Q q 473.16 435.8 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 492.0419 440.36 Tm (-)Tj (.001)Tj ( )Tj ET Q q 536.04 435.8 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 440.36 Tm ( )Tj ET Q q 549.72 435.8 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 570.8517 440.36 Tm (-)Tj (.005)Tj ( )Tj ET Q q 617.16 435.8 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 633.7919 440.36 Tm (-)Tj (.007***)Tj ( )Tj ET Q q 257.88 419.96 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 424.76 Tm ($.002$)Tj ( )Tj ET Q q 316.92 419.96 58.8 15.84 re W n BT /TT0 1 Tf 12 0 0 12 331.7789 424.76 Tm ($.002$)Tj ( )Tj ET Q q 375.72 419.96 12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 424.76 Tm ( )Tj ET Q q 387.72 419.96 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 415.8536 424.76 Tm ($.004$)Tj ( )Tj ET Q q 473.16 419.96 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 424.76 Tm ($.004$)Tj ( )Tj ET Q q 536.04 419.96 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 424.76 Tm ( )Tj ET Q q 549.72 419.96 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 424.76 Tm ($.003$)Tj ( )Tj ET Q q 617.16 419.96 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 424.76 Tm ($.002$)Tj ( )Tj ET Q q 67.32 388.52 190.56 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 408.92 Tm (Asian Teacher/ Asian Student)Tj ( )Tj ET Q q 257.88 404.12 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 274.9769 408.92 Tm (-)Tj (.006)Tj ( )Tj ET Q q 316.92 404.12 58.8 15.84 re W n BT /TT0 1 Tf 12 0 0 12 326.775 408.92 Tm (.039***)Tj ( )Tj ET Q q 375.72 404.12 12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 408.92 Tm ( )Tj ET Q q 387.72 404.12 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 417.8517 408.92 Tm (-)Tj (.002)Tj ( )Tj ET Q q 473.16 404.12 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 492.0419 408.92 Tm (-)Tj (.045)Tj ( )Tj ET Q q 536.04 404.12 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 408.92 Tm ( )Tj ET Q q 549.72 404.12 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 572.8497 408.92 Tm (.000)Tj ( )Tj ET Q q 617.16 404.12 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 635.7899 408.92 Tm (.051***)Tj ( )Tj ET Q q 257.88 388.52 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 393.08 Tm ($.015$)Tj ( )Tj ET Q q 316.92 388.52 58.8 15.6 re W n BT /TT0 1 Tf 12 0 0 12 331.7789 393.08 Tm ($.010$)Tj ( )Tj ET Q q 375.72 388.52 12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 393.08 Tm ( )Tj ET Q q 387.72 388.52 85.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 415.8536 393.08 Tm ($.031$)Tj ( )Tj ET Q q 473.16 388.52 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 393.08 Tm ($.029$)Tj ( )Tj ET Q q 536.04 388.52 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 393.08 Tm ( )Tj ET Q q 549.72 388.52 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 393.08 Tm ($.018$)Tj ( )Tj ET Q q 617.16 388.52 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 393.08 Tm ($.011$)Tj ( )Tj ET Q q 67.32 372.68 190.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 72.6 377.48 Tm (R)Tj (-)Tj (squared)Tj ( )Tj ET Q q 257.88 372.68 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 279.975 377.48 Tm (.85)Tj ( )Tj ET Q q 316.92 372.68 58.8 15.84 re W n BT /TT0 1 Tf 12 0 0 12 338.775 377.48 Tm (.87)Tj ( )Tj ET Q q 375.72 372.68 12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 377.48 Tm ( )Tj ET Q q 387.72 372.68 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 422.8497 377.48 Tm (.89)Tj ( )Tj ET Q q 473.16 372.68 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.0399 377.48 Tm (.91)Tj ( )Tj ET Q q 536.04 372.68 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 377.48 Tm ( )Tj ET Q q 549.72 372.68 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 575.8497 377.48 Tm (.88)Tj ( )Tj ET Q q 617.16 372.68 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 647.7899 377.48 Tm (.90)Tj ( )Tj ET Q q 67.32 357.08 190.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 72.6 361.64 Tm (Observations)Tj ( )Tj ET Q q 257.88 357.08 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 263.475 361.64 Tm (8,226,338)Tj ( )Tj ET Q q 316.92 357.08 58.8 15.6 re W n BT /TT0 1 Tf 12 0 0 12 322.275 361.64 Tm (8,379,356)Tj ( )Tj ET Q q 375.72 357.08 12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 381.2398 361.64 Tm ( )Tj ET Q q 387.72 357.08 85.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 406.3497 361.64 Tm (2,889,193)Tj ( )Tj ET Q q 473.16 357.08 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 480.5399 361.64 Tm (2,837,907)Tj ( )Tj ET Q q 536.04 357.08 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 361.64 Tm ( )Tj ET Q q 549.72 357.08 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 559.3497 361.64 Tm (5,337,145)Tj ( )Tj ET Q q 617.16 357.08 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 626.7899 361.64 Tm (5541449.00)Tj ( )Tj ET Q 66.36 355.88 191.52 0.96 re f 257.16 355.88 0.96 0.96 re f 258.12 355.88 58.8 0.96 re f 316.2 355.88 0.96 0.96 re f 317.16 355.88 58.56 0.96 re f 375 355.88 0.959 0.96 re f 375.96 355.88 11.76 0.96 re f 387 355.88 0.96 0.96 re f 387.96 355.88 85.199 0.96 re f 472.44 355.88 0.96 0.96 re f 473.4 355.88 62.64 0.96 re f 535.32 355.88 0.96 0.96 re f 536.28 355.88 13.44 0.96 re f 549 355.88 0.96 0.96 re f 549.96 355.88 67.199 0.96 re f 616.44 355.88 0.96 0.96 re f 617.4 355.88 76.32 0.96 re f BT /TT0 1 Tf 0.007 Tc -0.003 Tw 9.84 0 0 9.84 72.6 346.52 Tm [(N)-5(o)-1(t)3(e:)3( T)-3(h)-1(i)3(s t)3(ab)-1(l)3(e p)-1(r)1(esen)-1(t)3(s t)3(h)-1(e r)1(esu)-1(l)3(t)2(s o)-1(f)1( t)2(w)-5(o)-1( sep)-1(ar)1(at)2(e r)1(eg)-1(r)1(essi)3(o)-1(n)-1(s.)3( T)-3(h)-1(e )]TJ 0.008 Tc -0.004 Tw 28.165 0 Td [(de)1(pe)1(nde)1(nt)4( va)1(r)3(i)4(a)1(bl)4(e)1( i)4(s)2( t)4(he)1( s)2(t)4(ude)1(nt)4(')5(s)2( s)2(t)4(a)1(nda)1(r)3(di)4(z)1(e)1(d s)2(c)1(or)3(e)1( on t)4(he)1( F)-1(C)-3(A)-4(T)-2( r)3(e)1(a)1(di)4(ng or)3( m)-4(a)1(t)4(h t)4(e)1(s)2(t)4(.)4( )]TJ 0.007 Tc -0.003 Tw -28.165 -1.341 Td [(M)-8(o)-1(d)-1(el)2(s i)2(n)-1(cl)2(u)-1(d)-1(e co)-1(n)-1(t)2(r)2(o)-1(l)2(s f)1(o)-1(r)1( y)-1(ear)1(,)3( g)-1(r)1(ad)-1(e,)3( t)2(ea)1(cher)1( g)-1(en)-1(d)-1(er)1(,)3( t)2(each)-1(er)1( r)1(a)1(ce,)3( t)2(each)-1(er)1( ex)-1(p)-1(er)1(i)2(en)-1(ce,)3( t)2(eac)1(h)-1(er)1( ex)-1(p)-1(er)1(i)2(en)-1(ce sq)-1(u)-1(ar)1(ed,)3( t)2(e)1(ach)-1(e)]TJ 0.008 Tc -0.004 Tw 50.586 0 Td [(r)3( r)3(a)1(c)1(e)1(,)4( s)2(c)1(hool)4( l)4(e)1(ve)1(l)4( r)3(a)1(c)1(e)1(,)4( s)2(c)1(hool)4( l)4(e)1(ve)1(l)4( )]TJ -0.008 Tw -50.586 -1.341 Td (po)Tj 0.007 Tc -0.003 Tw [(v)-1(er)2(t)3(y)-1(,)3( av)-1(er)2(a)]TJ 0.008 Tc -0.004 Tw 5.812 0 Td [(ge)1( s)2(c)1(hool)]TJ 0 Tc 0 Tw 3.867 0 Td (-)Tj 0.007 Tc -0.003 Tw 0.338 0 Td [(l)3(ev)-1(el)3( ach)-1(i)3(ev)-1(em)-5(en)-1(t)3(,)3( co)-1(u)-1(r)2(s)1(e f)1(i)3(x)-1(ed)-1( ef)1(f)1(ect)3(s)1(,)3( an)-1(d)]TJ 0 Tc 0 Tw 17.805 0 Td ( )Tj 0.009 Tc -0.004 Tw 0.254 0 Td [(s)3(t)5(u)1(d)1(e)2(n)1(t)5( )1(f)4(i)5(x)1(e)2(d)1( )1(e)2(f)4(f)4(e)2(c)2(t)5(s)3(.)5( )1(FLD)-2(O)-2(E )1(i)5(n)1(c)2(l)5(u)1(d)1(e)2(s)3( )1(Pa)2(c)2(i)5(f)4(i)5(c)2( )1(I)4(s)3(l)5(a)2(n)1(d)1(e)2(r)4(s)3( )1(i)5(n)1( )1(t)5(h)1(e)2( )1(A)-2(s)3(i)5(a)2(n)1( )1(c)2(a)2(t)5(e)2(g)1(or)4(y)1(.)5( )1(I)4(n)1( )1(m)-3(o)1(d)1(e)2(l)5(s)3( )]TJ 0.007 Tc -0.003 Tw -28.077 -1.341 Td [(t)3(h)-1(at)3( i)3(n)-1(cl)3(u)-1(d)-1(e t)3(each)-1(er)2( q)-1(u)-1(al)3(i)3(t)3(y)-1(,)3( i)3(t)3( i)3(s)1( m)-5(eas)1(u)-1(r)2(ed)-1( as)1( t)3(h)-1(at)3( t)3(each)-1(er)2(')4(s)1( av)-1(er)2(ag)-1(e v)-1(al)3(u)-1(e)]TJ 0 Tc 0 Tw 29.698 0 Td (-)Tj 0.008 Tc -0.004 Tw 0.338 0 Td [(a)1(dde)1(d s)2(c)1(or)3(e)1(.)4( S)-1(t)4(a)1(nda)1(r)3(d e)]TJ [(r)3(r)3(or)3(s)2( c)1(l)4(us)2(t)4(e)1(r)3(e)1(d by c)1(l)4(a)1(s)2(s)2(r)3(oom)-4( i)4(n pa)1(r)3(e)1(nt)4(he)1(s)2(e)1(s)2(.)4( ** p <)-1( 0.)4(05,)4( *** )]TJ -30.037 -1.317 Td [(p<)-1(0.)4(01,)4( $)3(t)4(w)-4(o)]TJ 0 Tc 0 Tw 5.231 0 Td (-)Tj 0.005 Tc -0.001 Tw 0.338 0 Td [(t)1(a)-2(i)1(l)1(e)-2(d)-3( t)1(e)-2(s)-1(t)1(s)-1($)]TJ 0 Tc 0 Tw -5.569 -2.366 Td ( )Tj 12 0 0 12 72.6 247.4 Tm ( )Tj ET endstream endobj 260 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 0.012 Tc -0.008 Tw 9.84 0 0 9.84 72.6 566.36 Tm [(R)1(E)2(P)3(R)1(E)2(S)3(E)2(NT)2(AT)2(I)6(ON I)6(N T)2(HE)2( C)1(L)2(AS)3(S)3(R)1(OOM)-3( )]TJ 0 Tc 0 Tw 19.648 0 Td ( )Tj 4.132 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (29)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.6 528.6801 Tm (Table 4)Tj (.)Tj ( )Tj /TT1 1 Tf 0 -2.18 TD (Effects of Teacher )Tj (Race/Ethnicity)Tj ( )Tj (Matching)Tj ( )Tj (on Student Math & Reading Achievement, by Race)Tj 38.016 0 Td ( )Tj ET q 67.32 466.76 194.4 30 re W n BT /TT0 1 Tf 12 0 0 12 72.6 485.72 Tm ( )Tj ET Q q 261.72 466.76 134.88 30 re W n BT /TT0 1 Tf 12 0 0 12 304.1124 485.72 Tm (Aggregate)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 295.6134 471.8 Tm ($Grades 3)Tj (-)Tj (10$)Tj ( )Tj ET q 396.6 466.76 13.44 30 re W n BT /TT0 1 Tf 12 0 0 12 401.88 485.72 Tm ( )Tj ET Q q 410.04 466.76 126 30 re W n BT /TT0 1 Tf 12 0 0 12 445.5065 485.72 Tm (Elementary)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 442.6735 471.8 Tm ($Grades 3)Tj (-)Tj (5$)Tj ( )Tj ET q 536.04 466.76 13.68 30 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 485.72 Tm ( )Tj ET Q q 549.72 466.76 144 30 re W n BT /TT0 1 Tf 12 0 0 12 590.6007 485.72 Tm (Middle/High )Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 588.1134 471.8 Tm ($Grades 6)Tj (-)Tj (10$)Tj ( )Tj ET 67.08 496.76 194.64 0.959 re f 261.72 496.76 0.96 0.959 re f 262.68 496.76 133.92 0.959 re f 396.6 496.76 0.959 0.959 re f 397.56 496.76 12.48 0.959 re f 410.04 496.76 0.96 0.959 re f 411 496.76 125.04 0.959 re f 536.04 496.76 0.96 0.959 re f 537 496.76 12.72 0.959 re f 549.72 496.76 0.96 0.959 re f 550.68 496.76 143.04 0.959 re f q 67.32 449.96 194.4 15.84 re W n BT /TT0 1 Tf 12 0 0 12 72.6 454.76 Tm ( )Tj ET Q q 261.72 449.96 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 277.6046 454.76 Tm (Reading)Tj ( )Tj ET Q q 333.72 449.96 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 352.4347 454.76 Tm (Math)Tj 2.111 0 Td ( )Tj ET Q q 396.6 449.96 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 454.76 Tm ( )Tj ET Q q 410.04 449.96 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 421.6647 454.76 Tm (Reading)Tj ( )Tj ET Q q 473.16 449.96 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 491.8749 454.76 Tm (Math)Tj 2.111 0 Td ( )Tj ET Q q 536.04 449.96 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 454.76 Tm ( )Tj ET Q q 549.72 449.96 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 563.3546 454.76 Tm (Reading)Tj ( )Tj ET Q q 617.16 449.96 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 642.6249 454.76 Tm (Math)Tj 2.111 0 Td ( )Tj ET Q 67.08 465.8 194.64 0.959 re f 261.72 465.8 0.96 0.959 re f 262.68 465.8 71.04 0.959 re f 333.72 465.8 0.96 0.959 re f 334.68 465.8 61.92 0.959 re f 396.6 465.8 0.959 0.959 re f 397.56 465.8 12.48 0.959 re f 410.04 465.8 0.96 0.959 re f 411 465.8 62.159 0.959 re f 473.16 465.8 0.96 0.959 re f 474.12 465.8 61.92 0.959 re f 536.04 465.8 0.96 0.959 re f 537 465.8 12.72 0.959 re f 549.72 465.8 0.96 0.959 re f 550.68 465.8 66.479 0.959 re f 617.16 465.8 0.96 0.959 re f 618.12 465.8 75.6 0.959 re f q 67.32 431.48 194.4 18.48 re W n BT /TT0 1 Tf 12 0 0 12 72.6 438.92 Tm ( )Tj ( )Tj ET Q q 261.72 431.48 72 18.48 re W n BT /TT0 1 Tf 12 0 0 12 290.6036 438.92 Tm ($1$)Tj ( )Tj ET Q q 333.72 431.48 62.88 18.48 re W n BT /TT0 1 Tf 12 0 0 12 358.1036 438.92 Tm ($2$)Tj ( )Tj ET Q q 396.6 431.48 13.44 18.48 re W n BT /TT0 1 Tf 12 0 0 12 401.88 438.92 Tm ( )Tj ET Q q 410.04 431.48 63.12 18.48 re W n BT /TT0 1 Tf 12 0 0 12 434.6637 438.92 Tm ($3$)Tj ( )Tj ET Q q 473.16 431.48 62.88 18.48 re W n BT /TT0 1 Tf 12 0 0 12 497.5438 438.92 Tm ($4$)Tj ( )Tj ET Q q 536.04 431.48 13.68 18.48 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 438.92 Tm ( )Tj ET Q q 549.72 431.48 67.44 18.48 re W n BT /TT0 1 Tf 12 0 0 12 576.3536 438.92 Tm ($5$)Tj ( )Tj ET Q q 617.16 431.48 76.56 18.48 re W n BT /TT0 1 Tf 12 0 0 12 648.2938 438.92 Tm ($6$)Tj ( )Tj ET Q q 67.32 415.4 194.4 15.6 re W n BT /TT1 1 Tf 12 0 0 12 72.6 419.96 Tm (Student Fixed Effects)Tj 8.497 0 Td ( )Tj ET Q q 261.72 415.4 72 15.6 re W n BT /TT0 1 Tf 12 0 0 12 297.5997 419.96 Tm ( )Tj ET Q q 333.72 415.4 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 365.0997 419.96 Tm ( )Tj ET Q q 396.6 415.4 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 419.96 Tm ( )Tj ET Q q 410.04 415.4 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 441.6598 419.96 Tm ( )Tj ET Q q 473.16 415.4 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 504.5399 419.96 Tm ( )Tj ET Q q 536.04 415.4 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 419.96 Tm ( )Tj ET Q q 549.72 415.4 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 583.3497 419.96 Tm ( )Tj ET Q q 617.16 415.4 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 655.2899 419.96 Tm ( )Tj ET Q 67.08 431 194.64 0.48 re f 261.72 431 0.48 0.48 re f 262.2 431 71.52 0.48 re f 333.72 431 0.48 0.48 re f 334.2 431 62.401 0.48 re f 396.6 431 0.48 0.48 re f 397.08 431 12.96 0.48 re f 410.04 431 0.48 0.48 re f 410.52 431 62.64 0.48 re f 473.16 431 0.481 0.48 re f 473.64 431 62.4 0.48 re f 536.04 431 0.48 0.48 re f 536.52 431 13.2 0.48 re f 549.72 431 0.48 0.48 re f 550.2 431 66.96 0.48 re f 617.16 431 0.481 0.48 re f 617.64 431 76.08 0.48 re f q 67.32 383.72 194.4 31.68 re W n BT /TT0 1 Tf 12 0 0 12 72.6 404.36 Tm (White Teacher/ White Student)Tj ( )Tj ET Q q 261.72 399.56 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 278.0997 404.36 Tm (.005***)Tj ( )Tj ET Q q 333.72 399.56 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 345.5997 404.36 Tm (.008***)Tj ( )Tj ET Q q 396.6 399.56 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 404.36 Tm ( )Tj ET Q q 410.04 399.56 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 431.1598 404.36 Tm (.003)Tj ( )Tj ET Q q 473.16 399.56 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 488.0399 404.36 Tm (.007**)Tj ( )Tj ET Q q 536.04 399.56 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 404.36 Tm ( )Tj ET Q q 549.72 399.56 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 572.8497 404.36 Tm (.001)Tj ( )Tj ET Q q 617.16 399.56 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 642.7919 404.36 Tm (-)Tj (.001)Tj ( )Tj ET Q q 261.72 383.72 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 283.1036 388.52 Tm ($.001$)Tj ( )Tj ET Q q 333.72 383.72 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 350.6036 388.52 Tm ($.001$)Tj ( )Tj ET Q q 396.6 383.72 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 388.52 Tm ( )Tj ET Q q 410.04 383.72 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 388.52 Tm ($.003$)Tj ( )Tj ET Q q 473.16 383.72 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 388.52 Tm ($.003$)Tj ( )Tj ET Q q 536.04 383.72 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 388.52 Tm ( )Tj ET Q q 549.72 383.72 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 388.52 Tm ($.002$)Tj ( )Tj ET Q q 617.16 383.72 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 388.52 Tm ($.002$)Tj ( )Tj ET Q q 67.32 352.28 194.4 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 372.68 Tm (Black Teacher/ Black Student)Tj ( )Tj ET Q q 261.72 368.12 72 15.6 re W n BT /TT0 1 Tf 12 0 0 12 278.0997 372.68 Tm (.005***)Tj ( )Tj ET Q q 333.72 368.12 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 345.5997 372.68 Tm (.018***)Tj ( )Tj ET Q q 396.6 368.12 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 372.68 Tm ( )Tj ET Q q 410.04 368.12 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 422.1598 372.68 Tm (.013***)Tj ( )Tj ET Q q 473.16 368.12 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 485.0399 372.68 Tm (.029***)Tj ( )Tj ET Q q 536.04 368.12 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 372.68 Tm ( )Tj ET Q q 549.72 368.12 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 572.8497 372.68 Tm (.003)Tj ( )Tj ET Q q 617.16 368.12 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 635.7899 372.68 Tm (.011***)Tj ( )Tj ET Q q 261.72 352.28 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 283.1036 357.08 Tm ($.002$)Tj ( )Tj ET Q q 333.72 352.28 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 350.6036 357.08 Tm ($.002$)Tj ( )Tj ET Q q 396.6 352.28 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 357.08 Tm ( )Tj ET Q q 410.04 352.28 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 357.08 Tm ($.003$)Tj ( )Tj ET Q q 473.16 352.28 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 357.08 Tm ($.004$)Tj ( )Tj ET Q q 536.04 352.28 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 357.08 Tm ( )Tj ET Q q 549.72 352.28 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 357.08 Tm ($.002$)Tj ( )Tj ET Q q 617.16 352.28 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 357.08 Tm ($.002$)Tj ( )Tj ET Q q 67.32 320.84 194.4 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 341.24 Tm (Hispanic )Tj (Teacher/ Hispanic Student)Tj ( )Tj ET Q q 261.72 336.44 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 276.1017 341.24 Tm (-)Tj (.010***)Tj ( )Tj ET Q q 333.72 336.44 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 343.6017 341.24 Tm (-)Tj (.008***)Tj ( )Tj ET Q q 396.6 336.44 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 341.24 Tm ( )Tj ET Q q 410.04 336.44 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 431.1598 341.24 Tm (.079)Tj ( )Tj ET Q q 473.16 336.44 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 494.0399 341.24 Tm (.003)Tj ( )Tj ET Q q 536.04 336.44 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 341.24 Tm ( )Tj ET Q q 549.72 336.44 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 561.8517 341.24 Tm (-)Tj (.013***)Tj ( )Tj ET Q q 617.16 336.44 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 633.7919 341.24 Tm (-)Tj (.009***)Tj ( )Tj ET Q q 261.72 320.84 72 15.6 re W n BT /TT0 1 Tf 12 0 0 12 283.1036 325.4 Tm ($.002$)Tj ( )Tj ET Q q 333.72 320.84 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 350.6036 325.4 Tm ($.002$)Tj ( )Tj ET Q q 396.6 320.84 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 325.4 Tm ( )Tj ET Q q 410.04 320.84 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 325.4 Tm ($.004$)Tj ( )Tj ET Q q 473.16 320.84 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 325.4 Tm ($.004$)Tj ( )Tj ET Q q 536.04 320.84 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 325.4 Tm ( )Tj ET Q q 549.72 320.84 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 325.4 Tm ($.003$)Tj ( )Tj ET Q q 617.16 320.84 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 325.4 Tm ($.002$)Tj ( )Tj ET Q q 67.32 289.4 194.4 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 309.8 Tm (Asian Teacher/ Asian Student)Tj ( )Tj ET Q q 261.72 305 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 285.1017 309.8 Tm (-)Tj (.008)Tj ( )Tj ET Q q 333.72 305 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 345.5997 309.8 Tm (.042***)Tj ( )Tj ET Q q 396.6 305 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 309.8 Tm ( )Tj ET Q q 410.04 305 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 431.1598 309.8 Tm (.000)Tj ( )Tj ET Q q 473.16 305 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 492.0419 309.8 Tm (-)Tj (.052)Tj ( )Tj ET Q q 536.04 305 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 309.8 Tm ( )Tj ET Q q 549.72 305 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 570.8517 309.8 Tm (-)Tj (.007)Tj ( )Tj ET Q q 617.16 305 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 635.7899 309.8 Tm (.055***)Tj ( )Tj ET Q q 261.72 289.4 72 15.6 re W n BT /TT0 1 Tf 12 0 0 12 283.1036 293.96 Tm ($.000$)Tj ( )Tj ET Q q 333.72 289.4 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 350.6036 293.96 Tm ($.010$)Tj ( )Tj ET Q q 396.6 289.4 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 293.96 Tm ( )Tj ET Q q 410.04 289.4 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 293.96 Tm ($.004$)Tj ( )Tj ET Q q 473.16 289.4 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 293.96 Tm ($.027$)Tj ( )Tj ET Q q 536.04 289.4 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 293.96 Tm ( )Tj ET Q q 549.72 289.4 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 293.96 Tm ($.018$)Tj ( )Tj ET Q q 617.16 289.4 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 293.96 Tm ($.011$)Tj ( )Tj ET Q q 67.32 273.56 194.4 15.84 re W n BT /TT0 1 Tf 12 0 0 12 72.6 278.36 Tm (R)Tj (-)Tj (squared)Tj ( )Tj ET Q q 261.72 273.56 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 290.0997 278.36 Tm (.85)Tj ( )Tj ET Q q 333.72 273.56 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 357.5997 278.36 Tm (.87)Tj ( )Tj ET Q q 396.6 273.56 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 278.36 Tm ( )Tj ET Q q 410.04 273.56 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 434.1598 278.36 Tm (.89)Tj ( )Tj ET Q q 473.16 273.56 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.0399 278.36 Tm (.90)Tj ( )Tj ET Q q 536.04 273.56 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 278.36 Tm ( )Tj ET Q q 549.72 273.56 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 575.8497 278.36 Tm (.88)Tj ( )Tj ET Q q 617.16 273.56 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 647.7899 278.36 Tm (.90)Tj ( )Tj ET Q q 67.32 257.72 194.4 15.84 re W n BT /TT0 1 Tf 12 0 0 12 72.6 262.52 Tm (Observations)Tj ( )Tj ET Q q 261.72 257.72 72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 273.5997 262.52 Tm (8,598,592)Tj ( )Tj ET Q q 333.72 257.72 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 341.0997 262.52 Tm (8,729,364)Tj ( )Tj ET Q q 396.6 257.72 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 262.52 Tm ( )Tj ET Q q 410.04 257.72 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 417.6598 262.52 Tm (3,142,898)Tj ( )Tj ET Q q 473.16 257.72 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 480.5399 262.52 Tm (3,090,124)Tj ( )Tj ET Q q 536.04 257.72 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 262.52 Tm ( )Tj ET Q q 549.72 257.72 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 559.3497 262.52 Tm (5,455,694)Tj ( )Tj ET Q q 617.16 257.72 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 631.2899 262.52 Tm (5,639,240)Tj ( )Tj ET Q q 67.32 237.56 329.28 20.16 re W n BT /TT1 1 Tf 12 0 0 12 72.6 246.68 Tm (Student Fixed Effects, Controlling for Teacher Quality)Tj ( )Tj ET Q q 396.6 237.56 13.44 20.16 re W n BT /TT0 1 Tf 12 0 0 12 401.88 246.68 Tm ( )Tj ET Q q 410.04 237.56 63.12 20.16 re W n BT /TT0 1 Tf 12 0 0 12 441.6598 246.68 Tm ( )Tj ET Q q 473.16 237.56 62.88 20.16 re W n BT /TT0 1 Tf 12 0 0 12 504.5399 246.68 Tm ( )Tj ET Q q 536.04 237.56 13.68 20.16 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 246.68 Tm ( )Tj ET Q q 549.72 237.56 67.44 20.16 re W n BT /TT0 1 Tf 12 0 0 12 583.3497 246.68 Tm ( )Tj ET Q q 617.16 237.56 76.56 20.16 re W n BT /TT0 1 Tf 12 0 0 12 655.2899 246.68 Tm ( )Tj ET Q q 67.32 206.12 190.56 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 226.52 Tm (White Teacher/ White Student)Tj ( )Tj ET Q q 257.88 221.72 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 267.975 226.52 Tm (.005***)Tj ( )Tj ET Q q 316.92 221.72 79.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 337.1749 226.52 Tm (.007***)Tj ( )Tj ET Q q 396.6 221.72 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 226.52 Tm ( )Tj ET Q q 410.04 221.72 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 431.1598 226.52 Tm (.005)Tj ( )Tj ET Q q 473.16 221.72 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 488.0399 226.52 Tm (.007**)Tj ( )Tj ET Q q 536.04 221.72 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 226.52 Tm ( )Tj ET Q q 549.72 221.72 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 572.8497 226.52 Tm (.001)Tj ( )Tj ET Q q 617.16 221.72 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 642.7919 226.52 Tm (-)Tj (.001)Tj ( )Tj ET Q q 257.88 206.12 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 210.68 Tm ($.001$)Tj ( )Tj ET Q q 316.92 206.12 79.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 342.1788 210.68 Tm ($.001$)Tj ( )Tj ET Q q 396.6 206.12 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 210.68 Tm ( )Tj ET Q q 410.04 206.12 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 210.68 Tm ($.003$)Tj ( )Tj ET Q q 473.16 206.12 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 210.68 Tm ($.003$)Tj ( )Tj ET Q q 536.04 206.12 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 210.68 Tm ( )Tj ET Q q 549.72 206.12 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 210.68 Tm ($.002$)Tj ( )Tj ET Q q 617.16 206.12 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 210.68 Tm ($.002$)Tj ( )Tj ET Q q 67.32 174.44 190.56 31.68 re W n BT /TT0 1 Tf 12 0 0 12 72.6 195.08 Tm (Black Teacher/ Black Student)Tj ( )Tj ET Q q 257.88 190.28 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 267.975 195.08 Tm (.004***)Tj ( )Tj ET Q q 316.92 190.28 79.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 337.1749 195.08 Tm (.019***)Tj ( )Tj ET Q q 396.6 190.28 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 195.08 Tm ( )Tj ET Q q 410.04 190.28 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 422.1598 195.08 Tm (.012***)Tj ( )Tj ET Q q 473.16 190.28 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 485.0399 195.08 Tm (.030***)Tj ( )Tj ET Q q 536.04 190.28 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 195.08 Tm ( )Tj ET Q q 549.72 190.28 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 572.8497 195.08 Tm (.003)Tj ( )Tj ET Q q 617.16 190.28 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 635.7899 195.08 Tm (.012***)Tj ( )Tj ET Q q 257.88 174.44 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 179.24 Tm ($.002$)Tj ( )Tj ET Q q 316.92 174.44 79.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 342.1788 179.24 Tm ($.002$)Tj ( )Tj ET Q q 396.6 174.44 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 179.24 Tm ( )Tj ET Q q 410.04 174.44 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 179.24 Tm ($.003$)Tj ( )Tj ET Q q 473.16 174.44 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 179.24 Tm ($.004$)Tj ( )Tj ET Q q 536.04 174.44 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 179.24 Tm ( )Tj ET Q q 549.72 174.44 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 179.24 Tm ($.002$)Tj ( )Tj ET Q q 617.16 174.44 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 179.24 Tm ($.002$)Tj ( )Tj ET Q q 67.32 143 190.56 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 163.4 Tm (Hispanic Teacher/ Hispanic Student)Tj ( )Tj ET Q q 257.88 158.84 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 265.9769 163.4 Tm (-)Tj (.011***)Tj ( )Tj ET Q q 316.92 158.84 79.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 335.1769 163.4 Tm (-)Tj (.007***)Tj ( )Tj ET Q q 396.6 158.84 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 163.4 Tm ( )Tj ET Q q 410.04 158.84 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 423.1617 163.4 Tm (-)Tj (.009**)Tj ( )Tj ET Q q 473.16 158.84 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 492.0419 163.4 Tm (-)Tj (.001)Tj ( )Tj ET Q q 536.04 158.84 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 163.4 Tm ( )Tj ET Q q 549.72 158.84 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 561.8517 163.4 Tm (-)Tj (.015***)Tj ( )Tj ET Q q 617.16 158.84 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 633.7919 163.4 Tm (-)Tj (.007***)Tj ( )Tj ET Q q 257.88 143 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 147.8 Tm ($.002$)Tj ( )Tj ET Q q 316.92 143 79.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 342.1788 147.8 Tm ($.002$)Tj ( )Tj ET Q q 396.6 143 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 147.8 Tm ( )Tj ET Q q 410.04 143 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 147.8 Tm ($.004$)Tj ( )Tj ET Q q 473.16 143 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 147.8 Tm ($.004$)Tj ( )Tj ET Q q 536.04 143 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 147.8 Tm ( )Tj ET Q q 549.72 143 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 147.8 Tm ($.003$)Tj ( )Tj ET Q q 617.16 143 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 147.8 Tm ($.002$)Tj ( )Tj ET Q q 67.32 111.56 190.56 31.44 re W n BT /TT0 1 Tf 12 0 0 12 72.6 131.96 Tm (Asian Teacher/ Asian Student)Tj ( )Tj ET Q q 257.88 127.4 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 274.9769 131.96 Tm (-)Tj (.008)Tj ( )Tj ET Q q 316.92 127.4 79.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 337.1749 131.96 Tm (.041***)Tj ( )Tj ET Q q 396.6 127.4 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 131.96 Tm ( )Tj ET Q q 410.04 127.4 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 429.1617 131.96 Tm (-)Tj (.002)Tj ( )Tj ET Q q 473.16 127.4 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 492.0419 131.96 Tm (-)Tj (.045)Tj ( )Tj ET Q q 536.04 127.4 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 131.96 Tm ( )Tj ET Q q 549.72 127.4 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 570.8517 131.96 Tm (-)Tj (.006)Tj ( )Tj ET Q q 617.16 127.4 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 635.7899 131.96 Tm (.053***)Tj ( )Tj ET Q q 257.88 111.56 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 272.9789 116.36 Tm ($.000$)Tj ( )Tj ET Q q 316.92 111.56 79.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 342.1788 116.36 Tm ($.010$)Tj ( )Tj ET Q q 396.6 111.56 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 116.36 Tm ( )Tj ET Q q 410.04 111.56 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 427.1637 116.36 Tm ($.031$)Tj ( )Tj ET Q q 473.16 111.56 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.0438 116.36 Tm ($.029$)Tj ( )Tj ET Q q 536.04 111.56 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 116.36 Tm ( )Tj ET Q q 549.72 111.56 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 568.8536 116.36 Tm ($.018$)Tj ( )Tj ET Q q 617.16 111.56 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 640.7938 116.36 Tm ($.011$)Tj ( )Tj ET Q q 67.32 95.72 190.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 72.6 100.52 Tm (R)Tj (-)Tj (squared)Tj ( )Tj ET Q q 257.88 95.72 59.04 15.84 re W n BT /TT0 1 Tf 12 0 0 12 279.975 100.52 Tm (.85)Tj ( )Tj ET Q q 316.92 95.72 79.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 349.1749 100.52 Tm (.87)Tj ( )Tj ET Q q 396.6 95.72 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.88 100.52 Tm ( )Tj ET Q q 410.04 95.72 63.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 434.1598 100.52 Tm (.89)Tj ( )Tj ET Q q 473.16 95.72 62.88 15.84 re W n BT /TT0 1 Tf 12 0 0 12 497.0399 100.52 Tm (.91)Tj ( )Tj ET Q q 536.04 95.72 13.68 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 100.52 Tm ( )Tj ET Q q 549.72 95.72 67.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 575.8497 100.52 Tm (.88)Tj ( )Tj ET Q q 617.16 95.72 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 647.7899 100.52 Tm (.90)Tj ( )Tj ET Q q 67.32 80.12 190.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 72.6 84.68 Tm (Observations)Tj ( )Tj ET Q q 257.88 80.12 59.04 15.6 re W n BT /TT0 1 Tf 12 0 0 12 263.475 84.68 Tm (8,226,338)Tj ( )Tj ET Q q 316.92 80.12 79.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 332.6749 84.68 Tm (8,379,356)Tj ( )Tj ET Q q 396.6 80.12 13.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 401.88 84.68 Tm ( )Tj ET Q q 410.04 80.12 63.12 15.6 re W n BT /TT0 1 Tf 12 0 0 12 417.6598 84.68 Tm (2,889,193)Tj ( )Tj ET Q q 473.16 80.12 62.88 15.6 re W n BT /TT0 1 Tf 12 0 0 12 480.5399 84.68 Tm (2,837,907)Tj ( )Tj ET Q q 536.04 80.12 13.68 15.6 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 84.68 Tm ( )Tj ET Q q 549.72 80.12 67.44 15.6 re W n BT /TT0 1 Tf 12 0 0 12 559.3497 84.68 Tm (5,337,145)Tj ( )Tj ET Q q 617.16 80.12 76.56 15.6 re W n BT /TT0 1 Tf 12 0 0 12 626.7899 84.68 Tm (5541449.00)Tj ( )Tj ET Q 66.36 79.16 191.52 0.959 re f 257.16 79.16 0.96 0.959 re f 258.12 79.16 58.8 0.959 re f 316.2 79.16 0.96 0.959 re f 317.16 79.16 79.44 0.959 re f 395.88 79.16 0.959 0.959 re f 396.84 79.16 13.2 0.959 re f 409.32 79.16 0.96 0.959 re f 410.28 79.16 62.879 0.959 re f 472.44 79.16 0.96 0.959 re f 473.4 79.16 62.64 0.959 re f 535.32 79.16 0.96 0.959 re f 536.28 79.16 13.44 0.959 re f 549 79.16 0.96 0.959 re f 549.96 79.16 67.199 0.959 re f 616.44 79.16 0.96 0.959 re f 617.4 79.16 76.32 0.959 re f endstream endobj 261 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 0.012 Tc -0.008 Tw 9.84 0 0 9.84 72.6 566.36 Tm [(R)1(E)2(P)3(R)1(E)2(S)3(E)2(NT)2(AT)2(I)6(ON I)6(N T)2(HE)2( C)1(L)2(AS)3(S)3(R)1(OOM)-3( )]TJ 0 Tc 0 Tw 19.648 0 Td ( )Tj 4.132 0 Td ( )Tj 0.008 Tc -0.008 Tw 22.764 0 Td (28)Tj 0 Tc 0 Tw ( )Tj 12 0 0 12 72.6 528.6801 Tm (Table 3. )Tj 0 0.69 0.314 scn /TT1 1 Tf ( )Tj 0 0 0 scn /TT2 1 Tf 0 -2.18 TD (Overall )Tj (Effects of Teacher Race/Ethnicity )Tj 16.967 0 Td (Matching )Tj (on Student )Tj (Math and Reading Achievement)Tj ( )Tj ET q 67.32 476.6 113.28 20.16 re W n BT /TT1 1 Tf 12 0 0 12 72.6 485.72 Tm ( )Tj ( )Tj ET Q q 180.6 476.6 256.56 20.16 re W n BT /TT0 1 Tf 12 0 0 12 288.7347 485.72 Tm (Reading)Tj ( )Tj ET Q q 437.16 476.6 13.44 20.16 re W n BT /TT0 1 Tf 12 0 0 12 443.7899 485.72 Tm ( )Tj ET Q q 450.6 476.6 270 20.16 re W n BT /TT0 1 Tf 12 0 0 12 572.8148 485.72 Tm (Math)Tj 2.111 0 Td ( )Tj ET Q 67.08 496.76 113.521 0.959 re f 180.6 496.76 0.959 0.959 re f 181.56 496.76 255.6 0.959 re f 437.16 496.76 0.96 0.959 re f 438.12 496.76 12.48 0.959 re f 450.6 496.76 0.959 0.959 re f 451.56 496.76 269.041 0.959 re f q 67.32 431.24 113.28 44.88 re W n BT /TT1 1 Tf 12 0 0 12 72.6 465.08 Tm ( )Tj ET Q q 180.6 431.24 94.56 44.88 re W n BT /TT0 1 Tf 12 0 0 12 201.5707 465.08 Tm (All Grades)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 194.2435 449.24 Tm ($Grades 3)Tj (-)Tj (10$)Tj ( )Tj ET q 275.16 431.24 76.56 44.88 re W n BT /TT0 1 Tf 12 0 0 12 285.6366 465.08 Tm (Elementary )Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 282.8036 449.24 Tm ($Grades 3)Tj (-)Tj (5$)Tj ( )Tj ET q 351.72 431.24 85.44 44.88 re W n BT /TT0 1 Tf 12 0 0 12 363.3507 465.08 Tm (Middle/High )Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 360.8634 449.24 Tm ($Grades 6)Tj (-)Tj (10$)Tj ( )Tj ET q 437.16 431.24 13.44 44.88 re W n BT /TT0 1 Tf 12 0 0 12 443.7899 465.08 Tm ( )Tj ET Q q 450.6 431.24 85.44 44.88 re W n BT /TT0 1 Tf 12 0 0 12 467.0707 465.08 Tm (All Grades)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 459.7435 449.24 Tm ($Grades 3)Tj (-)Tj (10$)Tj ( )Tj ET q 536.04 431.24 90 44.88 re W n BT /TT0 1 Tf 12 0 0 12 553.5065 465.08 Tm (Elementary )Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 550.6735 449.24 Tm ($Grades 3)Tj (-)Tj (5$)Tj ( )Tj ET q 626.04 431.24 94.56 44.88 re W n BT /TT0 1 Tf 12 0 0 12 642.4108 465.08 Tm (Middle/High )Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 639.9235 449.24 Tm ($Grades 6)Tj (-)Tj (10$)Tj ( )Tj ET 67.08 476.12 113.521 0.481 re f 180.6 476.12 0.48 0.481 re f 181.08 476.12 94.08 0.481 re f 275.16 476.12 0.481 0.481 re f 275.64 476.12 76.08 0.481 re f 351.72 476.12 0.48 0.481 re f 352.2 476.12 84.96 0.481 re f 437.16 476.12 0.481 0.481 re f 437.64 476.12 12.96 0.481 re f 450.6 476.12 0.48 0.481 re f 451.08 476.12 84.96 0.481 re f 536.04 476.12 0.48 0.481 re f 536.52 476.12 89.52 0.481 re f 626.04 476.12 0.48 0.481 re f 626.52 476.12 94.081 0.481 re f q 67.32 413.24 207.84 17.52 re W n BT /TT2 1 Tf 12 0 0 12 72.6 419.72 Tm (Student Fixed Effects)Tj 8.497 0 Td ( )Tj ET Q q 275.16 413.24 76.56 17.52 re W n BT /TT2 1 Tf 12 0 0 12 280.4401 419.72 Tm ( )Tj ET Q q 351.72 413.24 85.44 17.52 re W n BT /TT2 1 Tf 12 0 0 12 356.9999 419.72 Tm ( )Tj ET Q q 437.16 413.24 13.44 17.52 re W n BT /TT2 1 Tf 12 0 0 12 442.4401 419.72 Tm ( )Tj ET Q q 450.6 413.24 85.44 17.52 re W n BT /TT2 1 Tf 12 0 0 12 455.88 419.72 Tm ( )Tj ET Q q 536.04 413.24 90 17.52 re W n BT /TT2 1 Tf 12 0 0 12 541.5599 419.72 Tm ( )Tj ET Q q 626.04 413.24 94.56 17.52 re W n BT /TT2 1 Tf 12 0 0 12 631.5599 419.72 Tm ( )Tj ET Q 67.08 430.76 113.521 0.481 re f 180.6 430.76 0.48 0.481 re f 181.08 430.76 94.08 0.481 re f 275.16 430.76 0.481 0.481 re f 275.64 430.76 76.08 0.481 re f 351.72 430.76 0.48 0.481 re f 352.2 430.76 84.96 0.481 re f 437.16 430.76 0.481 0.481 re f 437.64 430.76 12.96 0.481 re f 450.6 430.76 0.48 0.481 re f 451.08 430.76 84.96 0.481 re f 536.04 430.76 0.48 0.481 re f 536.52 430.76 89.52 0.481 re f 626.04 430.76 0.48 0.481 re f 626.52 430.76 94.081 0.481 re f q 67.32 381.32 113.28 31.92 re W n BT /TT0 1 Tf 12 0 0 12 95.1 402.2 Tm (Race Match)Tj ( )Tj ET Q q 180.6 381.32 94.56 31.92 re W n BT /TT0 1 Tf 12 0 0 12 236.58 402.2 Tm (.002**)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 235.0838 386.12 Tm ($.001$)Tj ( )Tj ET q 275.16 381.32 76.56 31.92 re W n BT /TT0 1 Tf 12 0 0 12 306.64 402.2 Tm (.004***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 302.6439 386.12 Tm ($.001$)Tj ( )Tj ET q 351.72 381.32 85.44 31.92 re W n BT /TT0 1 Tf 12 0 0 12 388.2538 402.2 Tm (-)Tj (.001)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 388.2538 386.12 Tm ($.001$)Tj ( )Tj ET q 437.16 381.32 13.44 31.92 re W n BT /TT0 1 Tf 12 0 0 12 442.4401 402.2 Tm ( )Tj ET Q q 450.6 381.32 85.44 31.92 re W n BT /TT0 1 Tf 12 0 0 12 490.9801 402.2 Tm (.008***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 486.984 386.12 Tm ($.001$)Tj ( )Tj ET q 536.04 381.32 90 31.92 re W n BT /TT0 1 Tf 12 0 0 12 580.36 402.2 Tm (.014***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 576.3639 386.12 Tm ($.001$)Tj ( )Tj ET q 626.04 381.32 94.56 31.92 re W n BT /TT0 1 Tf 12 0 0 12 669.66 402.2 Tm (.002**)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 665.6639 386.12 Tm ($.001$)Tj ( )Tj ET q 67.32 365.48 113.28 15.84 re W n BT /TT0 1 Tf 12 0 0 12 95.1 370.28 Tm (R)Tj (-)Tj (Squared)Tj ( )Tj ET Q q 180.6 365.48 94.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 230.0799 370.28 Tm (.85)Tj ( )Tj ET Q q 275.16 365.48 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 324.64 370.28 Tm (.89)Tj ( )Tj ET Q q 351.72 365.48 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.1998 370.28 Tm (.88)Tj ( )Tj ET Q q 437.16 365.48 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 450.5401 370.28 Tm ( )Tj ET Q q 450.6 365.48 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 490.9801 370.28 Tm (.87)Tj ( )Tj ET Q q 536.04 365.48 90 15.84 re W n BT /TT0 1 Tf 12 0 0 12 585.7599 370.28 Tm (.90)Tj ( )Tj ET Q q 626.04 365.48 94.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 675.7599 370.28 Tm (.90)Tj ( )Tj ET Q q 67.32 340.28 113.28 25.2 re W n BT /TT0 1 Tf 12 0 0 12 95.1 354.44 Tm (Observations)Tj ( )Tj ET Q q 180.6 340.28 94.56 25.2 re W n BT /TT0 1 Tf 12 0 0 12 191.0799 354.44 Tm (8,598,592)Tj ( )Tj ET Q q 275.16 340.28 76.56 25.2 re W n BT /TT0 1 Tf 12 0 0 12 285.64 354.44 Tm (3,142,898)Tj ( )Tj ET Q q 351.72 340.28 85.44 25.2 re W n BT /TT0 1 Tf 12 0 0 12 362.1998 354.44 Tm (5,455,694)Tj ( )Tj ET Q q 437.16 340.28 13.44 25.2 re W n BT /TT0 1 Tf 12 0 0 12 442.4401 354.44 Tm ( )Tj ET Q q 450.6 340.28 85.44 25.2 re W n BT /TT0 1 Tf 12 0 0 12 455.88 354.44 Tm (8,729,364)Tj ( )Tj ET Q q 536.04 340.28 90 25.2 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 354.44 Tm (3,090,124)Tj ( )Tj ET Q q 626.04 340.28 94.56 25.2 re W n BT /TT0 1 Tf 12 0 0 12 631.5599 354.44 Tm (5,639,240)Tj ( )Tj ET Q q 67.32 324.44 284.4 15.84 re W n BT /TT2 1 Tf 12 0 0 12 72.6 329.24 Tm (Student Fixed Effects, Controlling for Teacher Quality)Tj ( )Tj ET Q q 351.72 324.44 85.44 15.84 re W n BT /TT2 1 Tf 12 0 0 12 356.9999 329.24 Tm ( )Tj ET Q q 437.16 324.44 13.44 15.84 re W n BT /TT2 1 Tf 12 0 0 12 442.4401 329.24 Tm ( )Tj ET Q q 450.6 324.44 85.44 15.84 re W n BT /TT2 1 Tf 12 0 0 12 455.88 329.24 Tm ( )Tj ET Q q 536.04 324.44 90 15.84 re W n BT /TT2 1 Tf 12 0 0 12 541.5599 329.24 Tm ( )Tj ET Q q 626.04 324.44 94.56 15.84 re W n BT /TT2 1 Tf 12 0 0 12 631.5599 329.24 Tm ( )Tj ET Q q 67.32 292.76 113.28 31.68 re W n BT /TT0 1 Tf 12 0 0 12 95.1 313.4 Tm (Race )Tj (Match)Tj 4.803 0 Td ( )Tj ET Q q 180.6 292.76 94.56 31.68 re W n BT /TT0 1 Tf 12 0 0 12 232.2799 313.4 Tm (.001**)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 228.2838 297.56 Tm ($.001$)Tj ( )Tj ET q 275.16 292.76 76.56 31.68 re W n BT /TT0 1 Tf 12 0 0 12 307.14 313.4 Tm (.005***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 307.1439 297.56 Tm ($.001$)Tj ( )Tj ET q 351.72 292.76 85.44 31.68 re W n BT /TT0 1 Tf 12 0 0 12 388.2538 313.4 Tm (-)Tj (.001)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 388.2538 297.56 Tm ($.001$)Tj ( )Tj ET q 437.16 292.76 13.44 31.68 re W n BT /TT0 1 Tf 12 0 0 12 450.5401 313.4 Tm ( )Tj ET Q q 450.6 292.76 85.44 31.68 re W n BT /TT0 1 Tf 12 0 0 12 491.5799 313.4 Tm (.008***)Tj ( 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281.72 Tm (.87)Tj 10.8 0 0 10.8 510.4801 281.72 Tm ( )Tj ET Q q 536.04 276.92 90 15.84 re W n BT /TT0 1 Tf 12 0 0 12 585.7599 281.72 Tm (.91)Tj 10.8 0 0 10.8 600.7599 281.72 Tm ( )Tj ET Q q 626.04 276.92 94.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 671.16 281.72 Tm (.90)Tj 10.8 0 0 10.8 686.16 281.72 Tm ( )Tj ET Q q 67.32 255.8 113.28 21.12 re W n BT /TT0 1 Tf 12 0 0 12 95.1 265.88 Tm (Observations)Tj ( )Tj ET Q q 180.6 255.8 94.56 21.12 re W n BT /TT0 1 Tf 12 0 0 12 185.88 265.88 Tm (8,226,338)Tj ( )Tj ET Q q 275.16 255.8 76.56 21.12 re W n BT /TT0 1 Tf 12 0 0 12 280.4401 265.88 Tm (2,889,193)Tj ( )Tj ET Q q 351.72 255.8 85.44 21.12 re W n BT /TT0 1 Tf 12 0 0 12 356.9999 265.88 Tm (5,337,145)Tj ( )Tj ET Q q 437.16 255.8 13.44 21.12 re W n BT /TT0 1 Tf 12 0 0 12 442.4401 265.88 Tm ( )Tj ET Q q 450.6 255.8 85.44 21.12 re W n BT /TT0 1 Tf 12 0 0 12 455.88 265.88 Tm (8,379,356)Tj ( )Tj ET Q q 536.04 255.8 90 21.12 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 265.88 Tm (2,837,907)Tj ( )Tj ET Q q 626.04 255.8 94.56 21.12 re W n BT /TT0 1 Tf 12 0 0 12 631.5599 265.88 Tm (5,541,449)Tj ( )Tj ET Q q 67.32 239.96 369.84 15.84 re W n BT /TT2 1 Tf 12 0 0 12 72.6 244.76 Tm (Student and Course Fixed Effects, Controlling for )Tj (Teacher Quality)Tj ( )Tj ET Q q 437.16 239.96 13.44 15.84 re W n BT /TT2 1 Tf 12 0 0 12 442.4401 244.76 Tm ( )Tj ET Q q 450.6 239.96 85.44 15.84 re W n BT /TT2 1 Tf 12 0 0 12 455.88 244.76 Tm ( )Tj ET Q q 536.04 239.96 90 15.84 re W n BT /TT2 1 Tf 12 0 0 12 541.5599 244.76 Tm ( )Tj ET Q q 626.04 239.96 94.56 15.84 re W n BT /TT2 1 Tf 12 0 0 12 631.5599 244.76 Tm ( )Tj ET Q q 67.32 208.04 108.72 31.92 re W n BT /TT0 1 Tf 12 0 0 12 95.1 228.92 Tm (Race Match)Tj ( )Tj ET Q q 176.04 208.04 99.12 31.92 re W n BT /TT0 1 Tf 12 0 0 12 225.7599 228.92 Tm (.002**)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 221.7638 212.84 Tm ($.001$)Tj ( )Tj ET q 275.16 208.04 76.56 31.92 re W n BT /TT0 1 Tf 12 0 0 12 307.14 228.92 Tm (.004***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 307.1439 212.84 Tm ($.001$)Tj ( )Tj ET q 351.72 208.04 85.44 31.92 re W n BT /TT0 1 Tf 12 0 0 12 401.1998 228.92 Tm (.000)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 397.2037 212.84 Tm ($.000$)Tj ( )Tj ET q 437.16 208.04 13.44 31.92 re W n BT /TT0 1 Tf 12 0 0 12 442.4401 228.92 Tm ( )Tj ET Q q 450.6 208.04 85.44 31.92 re W n BT /TT0 1 Tf 12 0 0 12 491.5799 228.92 Tm (.008***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 500.484 212.84 Tm ($.001$)Tj ( )Tj ET q 536.04 208.04 90 31.92 re W n BT /TT0 1 Tf 12 0 0 12 581.7598 228.92 Tm (.013***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 578.0138 212.84 Tm ($.002$)Tj ( )Tj ET q 626.04 208.04 94.56 31.92 re W n BT /TT0 1 Tf 12 0 0 12 676.2598 228.92 Tm (.002***)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 672.2637 212.84 Tm ($.001$)Tj ( )Tj ET q 67.32 192.2 108.72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 95.1 197 Tm (R)Tj (-)Tj (Squared)Tj ( )Tj ET Q q 176.04 192.2 99.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 225.7599 197 Tm (.85)Tj ( )Tj ET Q q 275.16 192.2 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 324.64 197 Tm (.89)Tj ( )Tj ET Q q 351.72 192.2 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 401.1998 197 Tm (.88)Tj ( )Tj ET Q q 437.16 192.2 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 450.5401 197 Tm ( )Tj ET Q q 450.6 192.2 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 500.08 197 Tm (.87)Tj ( )Tj ET Q q 536.04 192.2 90 15.84 re W n BT /TT0 1 Tf 12 0 0 12 585.7599 197 Tm (.91)Tj ( )Tj ET Q q 626.04 192.2 94.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 675.7599 197 Tm (.90)Tj ( )Tj ET Q q 67.32 176.36 108.72 15.84 re W n BT /TT0 1 Tf 12 0 0 12 95.1 181.16 Tm (Observations)Tj ( )Tj ET Q q 176.04 176.36 99.12 15.84 re W n BT /TT0 1 Tf 12 0 0 12 181.5599 181.16 Tm (8,226,338)Tj ( )Tj ET Q q 275.16 176.36 76.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 280.4401 181.16 Tm (2,889,193)Tj ( )Tj ET Q q 351.72 176.36 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 356.9999 181.16 Tm (5,337,145)Tj ( )Tj ET Q q 437.16 176.36 13.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 442.4401 181.16 Tm ( )Tj ET Q q 450.6 176.36 85.44 15.84 re W n BT /TT0 1 Tf 12 0 0 12 456.4801 181.16 Tm (8,379,356)Tj ( )Tj ET Q q 536.04 176.36 90 15.84 re W n BT /TT0 1 Tf 12 0 0 12 541.5599 181.16 Tm (2,837,907)Tj ( )Tj ET Q q 626.04 176.36 94.56 15.84 re W n BT /TT0 1 Tf 12 0 0 12 638.7598 181.16 Tm (5,541,449)Tj ( )Tj ET Q 66.36 175.4 109.68 0.96 re f 175.32 175.4 0.96 0.96 re f 176.28 175.4 98.879 0.96 re f 274.44 175.4 0.96 0.96 re f 275.4 175.4 76.32 0.96 re f 351 175.4 0.96 0.96 re f 351.96 175.4 85.199 0.96 re f 436.44 175.4 0.96 0.96 re f 437.4 175.4 13.2 0.96 re f 449.88 175.4 0.959 0.96 re f 450.84 175.4 85.2 0.96 re f 535.32 175.4 0.96 0.96 re f 536.28 175.4 89.76 0.96 re f 625.32 175.4 0.96 0.96 re f 626.28 175.4 94.32 0.96 re f BT /TT0 1 Tf 0.008 Tc -0.004 Tw 9.84 0 0 9.84 72.6 166.04 Tm [(N)-4(ot)4(e)1(:)4( T)-2(he)1( de)1(pe)1(nde)1(nt)3( )]TJ 8.776 0 Td [(va)1(r)3(i)4(a)1(bl)4(e)1( i)4(s)2( t)4(he)1( s)2(t)4(ude)1(nt)4(')5(s)2( s)2(t)4(a)1(nda)1(r)3(di)4(z)1(e)1(d s)2(c)1(or)3(e)1( on t)4(he)1( F)-1(C)-3(A)-4(T)-2( 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