Let's stay together: the effects of repeated student-teacher matches on academic achievement

Facundo Albornoz, David Contreras Gomez and Richard Upward

No 16471, CEPR Discussion Papers from C.E.P.R. Discussion Papers

Abstract: We explore the effectiveness of repeating the student-teacher match on test scores, for the universe of 8th graders in Chile using information on all student-teacher matches across multiple subjects and years, and a national, anonymous measure of test scores. Also, we exploit a plausibly exogenous source of variation in the process of repeating matches generated by a discontinuity in teacher retention at the legal retirement age. Repeating matches has a robust positive effect on test scores which aggregates up to the student, class, and school-level. As channels, we report a positive effect on attendance, progression, student behaviour and teacher expectations.

JEL-codes: I20 I21 I28 (search for similar items in EconPapers)
Date: 2021-08
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Journal Article: Let's stay together: The effects of repeat student-teacher matches on academic achievement (2023)
Working Paper: Let’s Stay Together: the Effects of Repeated Student-Teacher Matches on Academic Achievement (2022)
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