{"title":"First Impressions Matter","authors":"Marcos A. Rangel, Ying Shi","doi":"10.3368/jhr.1121-12003r2","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> We study the empirical relevance of first impressions in the context of education. We find that teachers who begin their careers in classrooms with large White-Black incoming score differentials carry negative views into evaluations of future cohorts of Black students relative to their White classmates. our evidence is based on novel data on blind-scored evaluations and non-blind public school teacher assessments of fourth and fifth graders in North carolina. Teachers’ perceptions are particularly sensitive to early classrooms with relatively low-performing Black students, but not to those with relatively high-performing Black students. Since teacher expectations can shape grading patterns and sorting into academic tracks as well as students’ own beliefs and behaviors, these findings suggest an important link between specific teachers’ novice experiences and the persistence of racial gaps in educational attainment and achievement.","PeriodicalId":48346,"journal":{"name":"Journal of Human Resources","volume":"188 1","pages":"0"},"PeriodicalIF":5.3000,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Human Resources","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3368/jhr.1121-12003r2","RegionNum":1,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ECONOMICS","Score":null,"Total":0}
引用次数: 0
Abstract
We study the empirical relevance of first impressions in the context of education. We find that teachers who begin their careers in classrooms with large White-Black incoming score differentials carry negative views into evaluations of future cohorts of Black students relative to their White classmates. our evidence is based on novel data on blind-scored evaluations and non-blind public school teacher assessments of fourth and fifth graders in North carolina. Teachers’ perceptions are particularly sensitive to early classrooms with relatively low-performing Black students, but not to those with relatively high-performing Black students. Since teacher expectations can shape grading patterns and sorting into academic tracks as well as students’ own beliefs and behaviors, these findings suggest an important link between specific teachers’ novice experiences and the persistence of racial gaps in educational attainment and achievement.
期刊介绍：
The Journal of Human Resources is among the leading journals in empirical microeconomics. Intended for scholars, policy makers, and practitioners, each issue examines research in a variety of fields including labor economics, development economics, health economics, and the economics of education, discrimination, and retirement. Founded in 1965, the Journal of Human Resources features articles that make scientific contributions in research relevant to public policy practitioners.
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