Teacher evaluation systems and their associated incentives have produced fairly mixed results. Our analyses are motivated by theory and descriptive evidence that accountability systems are highly racialized, and that individuals are less likely to respond to incentives when they have low expectations of success (and vice versa). Using a regression…

Students who experience teacher caring and high expectations (i.e., warm demand) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report lower levels of school social belonging and more distant relationships with their White teachers. Leveraging data from 179 6th-9th grade Measures of…