Teacher-to-Classroom Assignment and Student Achievement

Bryan Graham, Geert Ridder (), Petra Thiemann and Gema Zamarro

No 27543, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We study the effects of counterfactual teacher-to-classroom assignments on average student achievement in elementary and middle schools in the US. We use the Measures of Effective Teaching (MET) experiment to semiparametrically identify the average reallocation effects (AREs) of such assignments. Our findings suggest that changes in within-district teacher assignments could have appreciable effects 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 efficient deployment of existing teachers.

JEL-codes: C14 C36 I21 I24 (search for similar items in EconPapers)
Date: 2020-07
New Economics Papers: this item is included in nep-ure
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Citations: View citations in EconPapers (3)

Published as Bryan S. Graham & Geert Ridder & Petra Thiemann & Gema Zamarro, 2023. "Teacher-to-Classroom Assignment and Student Achievement," Journal of Business & Economic Statistics, vol 41(4), pages 1328-1340.

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Journal Article: Teacher-to-Classroom Assignment and Student Achievement (2023)
Working Paper: Teacher-to-classroom assignment and student achievement (2020)
Working Paper: Teacher-to-classroom assignment and student achievement (2020)
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