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.
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.
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