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A Familiar Face: Student-Teacher Rematches and Student Achievement

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Abstract

We use administrative data from Indiana to test whether student-teacher rematches in consecutive years affect student achievement. Using models that control for student and teacher fixed effects, we show that student-teacher rematches increase test scores in math and English Language Arts. The positive effects of rematching are constant over elementary and middle-school grades and more pronounced for historically underserved students. Our findings directly support strategies that aim to keep students and teachers together for longer periods of time during K-12 education. They are also consistent with the broader hypothesis that students benefit from increased student-teacher familiarity.

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  • NaYoung Hwang & Brian Kisida & Cory Koedel, 2021. "A Familiar Face: Student-Teacher Rematches and Student Achievement," Working Papers 2116, Department of Economics, University of Missouri.
    • Handle: RePEc:umc:wpaper:2116
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    1. Hill, Andrew J. & Jones, Daniel B., 2018. "A teacher who knows me: The academic benefits of repeat student-teacher matches," Economics of Education Review, Elsevier, vol. 64(C), pages 1-12.
    2. Ben Ost, 2014. "How Do Teachers Improve? The Relative Importance of Specific and General Human Capital," American Economic Journal: Applied Economics, American Economic Association, vol. 6(2), pages 127-151, April.
    3. Koedel, Cory & Mihaly, Kata & Rockoff, Jonah E., 2015. "Value-added modeling: A review," Economics of Education Review, Elsevier, vol. 47(C), pages 180-195.
    4. Ost, Ben & Schiman, Jeffrey C., 2015. "Grade-specific experience, grade reassignments, and teacher turnover," Economics of Education Review, Elsevier, vol. 46(C), pages 112-126.
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    More about this item

    Keywords

    student-teacher rematching; student-teacher familiarity; teacher quality;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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