Teacher-to-classroom assignment and student achievement

Bryan S. Graham, Geert Ridder (), Petra Thiemann and Gema Zamarro
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Bryan S. Graham: Institute for Fiscal Studies and University of California, Berkeley
Geert Ridder: Institute for Fiscal Studies and University of Southern California

No CWP36/20, CeMMAP working papers from Centre for Microdata Methods and Practice, 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.

Date: 2020-07-09
New Economics Papers: this item is included in nep-ure
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Related works:
Working Paper: Teacher-to-classroom assignment and student achievement (2020)
Working Paper: Teacher-to-Classroom Assignment and Student Achievement (2020)
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