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Relatedly, another working paper by the same team titled "Teacher Expectations Matter," also published today by NBER, found teachers' beliefs about a student's college potential can become self-fulfilling prophecies. Every 20 percent increase in a teacher's expectations raised the actual chance of finishing college for white students by about 6 percent and 10 percent for black students. However, because black students had the strongest endorsements from black teachers, and black teachers are scarce, they have less chance to reap the benefit of high expectations than their white peers.
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Both papers underscore mounting evidence that same race teachers benefit students and demonstrate that for black students in particular, positive outcomes sparked by the so-called role model effect can last into adulthood and potentially shrink the educational attainment gap.
"The role model effect seems to show that having one teacher of the same race is enough to give a student the ambition to achieve, for example, to take a college entrance exam," said co-author Nicholas Papageorge, an assistant professor of economics at Johns Hopkins. "But if going to college is the goal, having two teachers of the same race helps even more."
The latest findings are based on data from the Tennessee STAR class size reduction experiment that started in 1986 and randomly assigned disadvantaged kindergarten students to varied sized classrooms.
Researchers found that black students who'd had a black teacher in kindergarten were as much as 18 percent more likely than their peers to enroll in college. Getting a black teacher in their first STAR year, any year up to third grade, increased a black student's likelihood of enrolling in college by 13 percent.
Additionally, students who had at least one black teacher in grades K-3 were about 10 percent more likely to be described by their 4th grade teachers as "persistent" or kids who "made an effort" and "tried to finish difficult work," the researchers found. These students were also marginally more likely to ask questions and talk about school subjects out of class.
Although enrolling in college effect is a positive outcome, one concern, according to the researchers, is that the main enrollment effect is driven by students choosing community college, where degrees aren't as lucrative as those from four-year colleges. It's also unclear because of incomplete data how many of the students from the study who enrolled in college eventually graduated.
Despite clear benefits for black students from same-race teachers, diversifying the education workforce so that every black student in the United States could have one would mean doubling the current number of black teachers, the researchers say. To put this into context, that would require 8 percent of all black college graduates to become teachers. Given low teacher pay, if that many black college graduates went into education, it would cut roughly one billion dollars from the already languishing cumulative black income.
Regarding teacher expectations, Papageorge and Gershenson previously found that when evaluating the same black student, white teachers expected significantly less academic success than black teachers. Now the researchers show compelling evidence that these biases affect whether students make it to college, graduate, and begin their adult life focused on a career.
"Both studies underscore the importance of gaps in information, expectations, and thus aspirations," Papageorge said. "Many black students from low-income families encounter few college graduates who look like them. They may conclude college isn't something to strive for. Black teachers can counteract that view, acting as role models that provide a clear example that black students can go to college."
The study builds on what the authors call a surprising dearth of research about perceptions of black girls. It follows a 2014 study by researcher Phillip Goff that found black boys, as young as age 10, are more likely to be regarded as suspicious, older than they look, and presumed guilty of crimes.
The authors wrote that these perceptions may be contributing to discrepancies in school discipline and juvenile justice charges among black girls. The study noted that black girls are five times more likely than white girls to be suspended from school and 20 percent more likely to be charged with a crime.
Because of this, many colleges and scholarships aim to support African American students as they pay for college. These scholarships include specific scholarships for African American women, full ride scholarships, and scholarships generally for students from minority backgrounds.
Because these applications are offered specifically to Black students, they will often ask questions relating to your heritage and its importance in your life. Before answering these questions, try to reflect on what your Black background means to you, and talk to family members or friends to get some ideas for your application. You can jot down some informal notes about your findings, and come back to this document as you fill out your applications.
HBCUs have historically been extremely important in the education of Black students. For many years, they were the only universities that admitted Black students. Fortunately, this is no longer true. However, they continue to provide unique benefits for Black students across the country. Here is a list of some of the highest-rated HBCUs:
There are many scholarship opportunities specifically for Black students attending an HBCU. These include the Thurgood Marshall College Fund and the National Black College Alumni Hall of Fame General Scholarship. We also have a full list of HBCU scholarships to check out.
Professional organizations can vary widely in scope and focus. Some may be regional organizations, whereas others will be national. For example, the National Association of Black Accountants boasts of over 200,000 members nationwide, and could be a great resource for Black students interested in accounting.
The new report, Listening to Black Women and Girls: Lived Experiences of Adultification Bias, reveals findings from focus groups that examined whether the original study aligns with the real lives of black girls and women, and what should be done to address adultification bias. The study draws on interviews with black girls and women ages 12 to 60-plus in towns and cities of various sizes across the United States.
To continue to demonstrate the widespread impact of adultification bias on black girls and to build the case for effective interventions, the Center is asking black women and girls to share their stories at their new storytelling portal, EndAdultificationBias.org.
In fall 2021, about 49.5 million students were enrolled in public schools in prekindergarten to grade 12, including ungraded students (source). Please note, these data are preliminary and are meant to provide readers with a timely release of basic enrollment estimates. These estimates are subject to change. Of the 49.5 million public school students:
Preliminary data for fall 2021 show that some 49.5 million students were enrolled in public schools in prekindergarten through grade 12, which was higher than enrollment in fall 2020 (49.4 million) by a difference of about 78,100 students (source, source). Public school enrollment was higher in all years from 2010 to 2019 than it was in 2020 and 2021, ranging from 49.5 million students in fall 20101 to 50.8 million students in fall 2019 (source, source, source).
Postsecondary enrollment in fall 2020 (19.4 million students) was about 10 percent lower than in fall 2010 (21.6 million students), when enrollment was at its peak (source).
In fall 2020, some 73 percent of postsecondary students (14.1 million) were enrolled in any distance education course, compared with 27 percent of students (5.3 million) who were not enrolled in distance education (source).
Of the 14.1 million postsecondary students enrolled in fall 2020 in any distance education course, 39 percent of students (5.4 million) were enrolled in distance education for some but not all of their courses, and 61 percent of students (8.6 million) were enrolled exclusively in distance education courses.
Commonly defined as students over the age of 24, adult students represent a diverse group of individuals from all social, economic, and ethnic backgrounds. Learners who do not transition directly into college after graduating from high school are defined as "nontraditional students." Most adult students choose to go back to school to earn the credentials needed for career advancement in their current field or to enter a new line of work.
This guide provides in-depth information about scholarships and grants for adult and nontraditional students. Although colleges and universities dedicate a lot of their funding to scholarships for recent high school graduates, they also offer awards specifically for older students.
Returning to school can be difficult for adult students due to the distinct challenges they face. In addition to high college costs, nontraditional students often have mortgages to pay and families to support. Finding scholarships and grants can help cover the costs.
Who is eligible? ANTSHE offers four annual scholarships to nontraditional students. Applicants must be at least 23 years old and meet one additional requirement, such as having low-income status or military service experience.
Who is eligible? This biannual award program supports traditional learners and adult students. Applicants submit an online form, providing some personal information and a 250-word statement of purpose responding to a designated prompt. 041b061a72