A growing body of research has found that student-teacher race match is associated with higher test scores, teacher expectations, and teacher perceptions of students. This paper contributes to the student-teacher race match literature by investigating the effect of race match on course grades. To the extent that race match is associated with higher course grades for minority students, a more diverse teacher workforce is one mechanism that may help to narrow the achievement gap. Using a series of fixed effects models exploiting within-student variation across year and subject matter, I find that having a race-matched teacher is associated with a small but significant increase in course grade, on average. The positive effect of race match is driven largely by the experience of Black students.

越来越多的研究发现，师生竞赛与更高的考试成绩，老师的期望以及老师对学生的看法有关。本文通过研究竞赛对课程成绩的影响，为学生与竞赛的竞赛文献做出了贡献。在某种程度上，种族竞赛与少数族裔学生的较高课程成绩相关联，更多样化的教师队伍是一种有助于缩小成绩差距的机制。通过使用一系列固定效应模型，利用学生在年内和学科间的差异，我发现拥有一名种族匹配的老师与课程成绩的平均提高幅度不大，但幅度却很大。种族比赛的积极效果很大程度上取决于黑人学生的经验。