Teacher Labor Market Equilibrium and Student Achievement

Michael Bates, Michael Dinerstein, Andrew Johnston and Isaac Sorkin

No 15052, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multi-dimensional value-added, we find meaningful achievement gains from reallocating teachers within a district. Using an estimated equilibrium model of the teacher labor market, we find that achieving most of these gains requires directly affecting teachers' preferences over schools. In contrast, directly affecting principals' selection of teachers can lower student achievement. Our analysis highlights the importance of equilibrium and second-best reasoning in analyzing teacher labor market policies.

Keywords: teacher labor markets; teacher and principal preferences; market timing; match effects (search for similar items in EconPapers)
JEL-codes: I28 J45 (search for similar items in EconPapers)
Pages: 106 pages
Date: 2022-01
New Economics Papers: this item is included in nep-lma and nep-ure
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Related works:
Working Paper: Teacher Labor Market Equilibrium and Student Achievement (2022)
Working Paper: Teacher Labor Market Equilibrium and Student Achievement (2022)
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