NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH
loading...

The Effect of Court-Ordered Hiring Guidelines on Teacher Composition and Student Achievement

Cynthia (CC) DuBois, Diane Whitmore Schanzenbach

NBER Working Paper No. 24111
Issued in December 2017
NBER Program(s):Program on Children, Economics of Education Program

This paper examines the effect of a court-ordered hiring guidelines intended to increase the share of black teachers employed in a school district in Louisiana. We find that the court-ordered hiring policy significantly increased the share of teachers who are black in the district relative to the rest of the state, and to a matched synthetic control sample. The policy also increased the share of new teachers hired who are black, and decreased the student-teacher representation gap, defined as the difference in enrollment share black among students and teachers in a district. There were increases in the share of black teachers observed in both predominately white and predominately black schools in the district. The policy had no measurable impacts—either positive or negative—on district-level measures of student achievement.

download in pdf format
   (2058 K)

email paper

Machine-readable bibliographic record - MARC, RIS, BibTeX

Document Object Identifier (DOI): 10.3386/w24111

Users who downloaded this paper also downloaded* these:
Johnson and Kleiner w24107 Is Occupational Licensing a Barrier to Interstate Migration?
Lang and Manove w12257 Education and Labor-Market Discrimination
Lim and Meer w24128 Persistent Effects of Teacher-Student Gender Matches
Marx and Turner w24060 Student Loan Nudges: Experimental Evidence on Borrowing and Educational Attainment
Gilraine, Macartney, and McMillan w24191 Education Reform in General Equilibrium: Evidence from California's Class Size Reduction
 
Publications
Activities
Meetings
NBER Videos
Themes
Data
People
About

National Bureau of Economic Research, 1050 Massachusetts Ave., Cambridge, MA 02138; 617-868-3900; email: info@nber.org

Contact Us