Teacher Labor Market Equilibrium and Student Achievement

Michael Bates, Michael Dinerstein, Andrew Johnston and Isaac Sorkin

No 202205, Working Papers from University of California at Riverside, Department of Economics

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.

Date: 2022-02
New Economics Papers: this item is included in nep-his and nep-ure
References: Add references at CitEc
Citations:

Downloads: (external link)
https://economics.ucr.edu/repec/ucr/wpaper/202205.pdf First version, 2022 (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:ucr:wpaper:202205

Access Statistics for this paper

More papers in Working Papers from University of California at Riverside, Department of Economics Contact information at EDIRC.
Bibliographic data for series maintained by Kelvin Mac ().