Using rich administrative data from North Carolina and school-course fixed effects models, this study explores whether the availability of same-race instructors in advanced-track sections of courses affects Black high school students’ enrollment in, and performance in, advanced-track courses. The availability of at least one Black instructor at the advanced level is associated with a 2 percentage point increase in the uptake of advanced courses for Black students. However, conditional on enrollment in the advanced track, Black students are no more likely to pass advanced-track courses when taught by Black teachers. Positive effects on enrollment are driven by enrollment shifts for higher achieving students. Additional analyses showing benefits to non-Black students suggest that the main channels are not race-specific role model effects.

中文翻译：

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像我这样的荣誉老师：接触同班老师对黑人学生的高级就读和成绩的影响

利用北卡罗来纳州的丰富行政数据和学校课程固定效应模型，本研究探讨了高级课程中同种族教练的可用性是否会影响黑人高中学生的高级课程入学率和表现。至少有一名黑人教职人员在高级水平上与黑人学生接受高级课程增加2个百分点相关。但是，以进修高级班为条件，黑人学生在由黑人教师教书时不再可能通过高级班课程。高成就学生的入学转变对入学产生积极影响。进一步的分析表明，非黑人学生受益匪浅，这表明主要渠道并非针对种族的榜样效应。