Training Teachers for Diversity Awareness

Abstract

Using administrative data and a regression discontinuity approach, we evaluate the effectiveness of a teacher training program aiming to improve school outcomes of refugee students. The program halves the absenteeism gap between native and refugee students, and its effect persists into the next academic year. It also improves the grades of refugee students in Turkish language and math, and there is a positive association between improved attendance and grades. One possible channel through which the program’s effects may operate is a school-wide champion role assumed by trained teachers, which has a broad impact on raising diversity awareness within schools.