initial racial gap in education and that slavery affects growth indirectly through this channel. …We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout … determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial …

initial racial gap in education and that slavery affects growth indirectly through this channel …We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout … determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial …

initial racial gap in education and that slavery affects growth indirectly through this channel. …We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout … determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial …

initial racial gap in education and that slavery affects growth indirectly through this channel. …We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout … determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial …

initial racial gap in education and that slavery affects growth indirectly through this channel. …We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout … determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial …

-2000 period. Our main conclusion is that race, rather than political institutions and education policies, is the main force …-9), as well as the impact of voting registration on education outcomes at different points in time, namely in 1917 and in the … 1950s. Finally, we turn to the determinants of a broad array of development indicators for the year 1960 and for the 1960 …

-2000 period. Our main conclusion is that race, rather than political institutions and education policies, is the main force …-9), as well as the impact of voting registration on education outcomes at different points in time, namely in 1917 and in the … 1950s. Finally, we turn to the determinants of a broad array of development indicators for the year 1960 and for the 1960 …

-2000 period. Our main conclusion is that race, rather than political institutions and education policies, is the main force …-9), as well as the impact of voting registration on education outcomes at different points in time, namely in 1917 and in the … 1950s. Finally, we turn to the determinants of a broad array of development indicators for the year 1960 and for the 1960 …

-2000 period. Our main conclusion is that race, rather than political institutions and education policies, is the main force …-9), as well as the impact of voting registration on education outcomes at different points in time, namely in 1917 and in the … 1950s. Finally, we turn to the determinants of a broad array of development indicators for the year 1960 and for the 1960 …

- 2000 period. Our main conclusion is that race, rather than political institutions and education policies, is the main force …-9), as well as the impact of voting registration on education outcomes at different points in time, namely in 1917 and in the … 1950s. Finally, we turn to the determinants of a broad array of development indicators for the year 1960 and for the 1960 …