Teacher Labor Market Equilibrium and Student Achievement

Michael Bates, Michael Dinerstein, Andrew Johnston and Isaac Sorkin

No 9551, CESifo Working Paper Series from CESifo

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 multidimensional 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 analysing teacher labor market policies.

Keywords: teachers; public sector labor markets; student achievement (search for similar items in EconPapers)
JEL-codes: I28 J08 J45 (search for similar items in EconPapers)
Date: 2022
New Economics Papers: this item is included in nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.cesifo.org/DocDL/cesifo1_wp9551.pdf (application/pdf)

Related works:
Working Paper: Teacher Labor Market Equilibrium and Student Achievement (2022)
Working Paper: Teacher Labor Market Equilibrium and Student Achievement (2022)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_9551

Access Statistics for this paper

More papers in CESifo Working Paper Series from CESifo Contact information at EDIRC.
Bibliographic data for series maintained by Klaus Wohlrabe ().