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Teacher effectiveness and classroom composition

Author

Listed:
  • Esteban M. Aucejo
  • Patrick Coate
  • Jane Cooley Fruehwirth
  • Sean Kelly
  • Zachary Mozenter

Abstract

This paper studies how the effectiveness of teachers varies by classroom composition, combining random assignment of teachers with rich measures of teaching practices based on a popular teacher-evaluation protocol. We find that some teaching practices are more effective in raising math achievement in classrooms with higher average prior achievement, and others are more effective in classrooms with less heterogeneity in prior achievement. We use these estimates to simulate the effects of reallocating classrooms among teachers within schools. We find substantial differences between counterfactual and actual teacher effectiveness rankings, supporting the importance of classroom composition for evaluating teachers and prescribing practice.

Suggested Citation

  • Esteban M. Aucejo & Patrick Coate & Jane Cooley Fruehwirth & Sean Kelly & Zachary Mozenter, 2018. "Teacher effectiveness and classroom composition," CEP Discussion Papers dp1574, Centre for Economic Performance, LSE.
    • Handle: RePEc:cep:cepdps:dp1574
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    Cited by:

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    2. Alexandra de Gendre & Nicolás Salamanca, 2020. "On the Mechanisms of Ability Peer Effects," Melbourne Institute Working Paper Series wp2020n19, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.

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    More about this item

    Keywords

    teacher; practices; peer effects; effectiveness; education;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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