Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers\u27 race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers\u27 subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers

Do Teachers' Race, Gender, and Ethnicity Matter?: Evidence from NELS88

Our study uses a unique national longitudinal survey, the National Educational Longitudinal Study of 1988 (NELS), which permits researchers to match individual students and teachers, to analyze issues relating to how a teacher's race, gender, and ethnicity, per se, influence students from both the same and different race, gender, and ethnic groups. In contrast to much of the previous literature, we focus both on how teachers subjectively relate to and evaluate their students and on objectively how much their students learn. On balance, we find that teachers' race, gender, and ethnicity, per se, are much more likely to influence teachers' subjective evaluations of their students than they are to influence how much the students objectively learn. For example, while white female teachers do not appear to be associated with larger increases in test scores for white female students in mathematics and science than white male teachers 'produce', white female teachers do have higher subjective evaluations than their white male counterparts of their white female students. We relate our findings to the more general literature on gender, race, and ethnic bias in subjective performance evaluations in the world of work and trace their implications for educational and labor markets.

A Preliminary Indication of Evolution of Type Ia Supernovae from their Risetimes

We have compared the risetime for samples of nearby and high-redshift type Ia supernovae (SNe Ia). The fiducial risetime of the nearby SNe Ia is 2.5+/-0.4 days longer than the proemial risetime determined by Goldhaber (1998a,b) for high-redshift SNe Ia from the Supernova Cosmology Project. The statistical likelihood that the two samples have different fiducial risetimes is high (5.8 sigma) and indicates possible evolution between the samples of SNe Ia. We consider the likely effects of several sources of systematic error, but none of these resolves the difference in the risetimes. Currently, we cannot directly determine the impact of the apparent evolution on previous determinations of cosmological parameters.Comment: Accepted by the Astronomical Journal, 11 pages, 5 figure