This brief was developed using Microsoft Copilot and edited by Charlotte Sutcliffe, Duke undergraduate research assistant; for full text and references see
Gershenson, S., Lindsay, C. A., Papageorge, N. W., Campbell, R. A., & Rendon, J. H. (2023). Spillover effects at school: How black teachers affect their white peers’ racial competency. Retrieved from https://www.nber.org/papers/w31847
Background:
This study investigates whether Black teachers influence the racial competency of their white colleagues, particularly in how effectively white teachers educate Black students. Using a mixed-methods approach-quantitative analysis of administrative data from North Carolina and qualitative interviews with teachers-the researchers find compelling evidence of positive colleague effects, especially among novice white teachers.
Findings:
Study data show that when novice white teachers (with three or fewer years of experience) have at least one Black same-grade colleague, their Black students perform significantly better. Specifically, Black students’ math and reading scores increase by 9% and 12%, compared to teachers who lack such exposure. These gains are not observed among experienced white teachers, suggesting that early-career educators are more receptive to peer learning. Importantly, these effects are not seen in white students or in Black students taught by Black teachers, reinforcing the specificity of the racial competency spillover.
The study also finds that these colleague effects persist over time, with historical exposure to Black colleagues having a stronger impact than current exposure. This supports the idea that white teachers internalize and retain the skills and perspectives gained from their Black colleagues. Falsification tests further validate the causal nature of these effects by showing no influence from future peer exposure or on unrelated student groups.
Qualitative interviews with 33 teachers across racially diverse North Carolina districts corroborate the quantitative results. Nearly all white teachers reported learning from Black colleagues, particularly during their novice years. These learning experiences occurred both formally (e.g., mentorship programs) and informally (e.g., casual conversations), and often centered on culturally relevant educational strategies - strategies that connect instruction to students’ cultural backgrounds. Teachers described gaining insights into classroom management, communication, and equitable discipline practices.
Takeaways:
The study concludes that Black teachers not only directly benefit Black students but also indirectly enhance outcomes through colleague learning among white teachers. These findings have significant policy implications. While increasing teacher diversity remains a long-term goal, strategically placing Black teachers to maximize peer interactions offers an immediate, cost-effective strategy to improve racial equity in education. Embedding such peer learning opportunities into teacher training and mentoring programs could further amplify these benefits.