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Teacher-to-classroom assignment and student achievement

Author

Listed:
  • Bryan S. Graham

    (Institute for Fiscal Studies and University of California, Berkeley)

  • Geert Ridder

    (Institute for Fiscal Studies and University of Southern California)

  • Petra Thiemann

    (Institute for Fiscal Studies)

  • Gema Zamarro

    (Institute for Fiscal Studies)

Abstract

We study the e?ects of counterfactual teacher-to-classroom assignments on average student achievement in elementary and middle schools in the US. We use the Measures of E?ective Teaching (MET) experiment to semiparametrically identify the average re-allocation e?ects (AREs) of such assignments. Our ?ndings suggest that changes in within-district teacher assignments could have appreciable e?ects on student achievement. Unlike policies which require hiring additional teachers (e.g., class-size reduction measures), or those aimed at changing the stock of teachers (e.g., VAM-guided teacher tenure policies), alternative teacher-to-classroom assignments are resource neutral; they raise student achievement through a more e?cient deployment of existing teachers.

Suggested Citation

  • Bryan S. Graham & Geert Ridder & Petra Thiemann & Gema Zamarro, 2020. "Teacher-to-classroom assignment and student achievement," CeMMAP working papers CWP36/20, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
    • Handle: RePEc:ifs:cemmap:36/20
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    References listed on IDEAS

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    Cited by:

    1. Johnsen, Julian V. & Khoury, Laura, 2024. "Peer Effects in Prison," IZA Discussion Papers 17114, Institute of Labor Economics (IZA).
    2. Tom Ahn & Esteban Aucejo & Jonathan James, 2021. "The Importance of Matching Effects for Labor Productivity: Evidence from Teacher-Student Interactions," Working Papers 2106, California Polytechnic State University, Department of Economics.
    3. Aurélien Sallin & Simone Balestra, 2022. "The Earth is Not Flat: A New World of High-Dimensional Peer Effects," Economics of Education Working Paper Series 0189, University of Zurich, Department of Business Administration (IBW).

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    More about this item

    JEL classification:

    • C14 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Semiparametric and Nonparametric Methods: General
    • C36 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Instrumental Variables (IV) Estimation
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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