A large body of research shows that clients of government services benefit from the presence of bureaucrats with whom they share race or ethnicity. These benefits arise from active or symbolic representation, which scholars argue are grounded in the shared backgrounds, language, and values that race and ethnicity proxy. We suggest that these shared connections are likely to be even more salient for clients and bureaucrats who share not just the same ethnicity but the same country of origin, and we look for evidence of representation based on country of origin in the context of public schools. Leveraging administrative and survey data from Miami-Dade County Public Schools, the fourth-largest school district in the United States, we employ regression models with school-by-year fixed effects to test for differences in test scores for students taught by a teacher with the same country of origin relative to similar students taught by other-origin teachers in the same school in the same year. We find that immigrant students with origin-matched teachers score modestly higher than their non-matched peers in both math and reading. These increases are most apparent among low-income students and those who are English learners. Patterns vary by immigrant students’ origin country.

中文翻译：

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原籍国和代表官僚机构

大量研究表明，政府服务的客户受益于与他们共享种族或民族的官僚的存在。这些好处来自积极的或象征性的代表，学者们认为这是基于种族和民族所代表的共同背景、语言和价值观。我们建议，对于不仅具有相同种族而且具有相同原籍国的客户和官僚而言，这些共享联系可能更加突出，并且我们在公立学校的背景下寻找基于原籍国的代表性证据。利用美国第四大学区迈阿密戴德县公立学校的行政和调查数据，我们使用具有逐年固定效应的回归模型来测试由同一原籍国教师教授的学生相对于同一年同一学校的其他原籍教师教授的类似学生的考试成绩差异。我们发现，教师出身匹配的移民学生在数学和阅读方面的得分略高于不匹配的同龄人。这些增长在低收入学生和英语学习者中最为明显。模式因移民学生的原籍国而异。这些增长在低收入学生和英语学习者中最为明显。模式因移民学生的原籍国而异。这些增长在低收入学生和英语学习者中最为明显。模式因移民学生的原籍国而异。