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Let's stay together: the effects of repeated student-teacher matches on academic achievement

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  • Albornoz-Crespo, Facundo
  • Contreras, David
  • Upward, Richard

Abstract

We explore the effectiveness of repeating the student-teacher match on test scores, for the universe of 8th graders in Chile using information on all student-teacher matches across multiple subjects and years, and a national, anonymous measure of test scores. Also, we exploit a plausibly exogenous source of variation in the process of repeating matches generated by a discontinuity in teacher retention at the legal retirement age. Repeating matches has a robust positive effect on test scores which aggregates up to the student, class, and school-level. As channels, we report a positive effect on attendance, progression, student behaviour and teacher expectations.

Suggested Citation

  • Albornoz-Crespo, Facundo & Contreras, David & Upward, Richard, 2021. "Let's stay together: the effects of repeated student-teacher matches on academic achievement," CEPR Discussion Papers 16471, C.E.P.R. Discussion Papers.
    • Handle: RePEc:cpr:ceprdp:16471
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    1. Aucejo, Esteban M. & Coate, Patrick & Fruehwirth, Jane Cooley & Kelly, Sean & Mozenter, Zachary, 2018. "Teacher effectiveness and classroom composition," LSE Research Online Documents on Economics 91696, London School of Economics and Political Science, LSE Library.
    2. Marina Bassi & Costas Meghir & Ana Reynoso, 2020. "Education Quality and Teaching Practices," The Economic Journal, Royal Economic Society, vol. 130(631), pages 1937-1965.
    3. Bietenbeck, Jan, 2014. "Teaching practices and cognitive skills," Labour Economics, Elsevier, vol. 30(C), pages 143-153.
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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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