This paper examines the impact of minority teachers on student achievement, focusing on the Tennessee Project STAR (Student Teacher Achievement Ratio) experiment. The study evaluates test score data from the project, which randomly matched students and teachers within participating schools. The results confirm that the racial pairings of students and teachers were independently given, and models of student achievement indicate that a one-year assignment to an own-race teacher significantly increased math and reading achievement for both black and white students by approximately three to four percentile points. The study also addresses concerns about the validity of the experimental design, such as attrition and reassignment, and finds that these issues do not confound the results. The findings suggest that exposure to an own-race teacher can lead to substantial gains in student achievement, with effects that are robust across different demographic subgroups and classroom characteristics.This paper examines the impact of minority teachers on student achievement, focusing on the Tennessee Project STAR (Student Teacher Achievement Ratio) experiment. The study evaluates test score data from the project, which randomly matched students and teachers within participating schools. The results confirm that the racial pairings of students and teachers were independently given, and models of student achievement indicate that a one-year assignment to an own-race teacher significantly increased math and reading achievement for both black and white students by approximately three to four percentile points. The study also addresses concerns about the validity of the experimental design, such as attrition and reassignment, and finds that these issues do not confound the results. The findings suggest that exposure to an own-race teacher can lead to substantial gains in student achievement, with effects that are robust across different demographic subgroups and classroom characteristics.