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Teacher Labor Market Equilibrium and Student Achievement

Author

Listed:
  • Michael Bates

    (Department of Economics, University of California Riverside)

  • Michael Dinerstein
  • Andrew Johnston
  • Isaac Sorkin Sorkin
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.

Suggested Citation

  • Michael Bates & Michael Dinerstein & Andrew Johnston & Isaac Sorkin Sorkin, 2022. "Teacher Labor Market Equilibrium and Student Achievement," Working Papers 202205, University of California at Riverside, Department of Economics.
    • Handle: RePEc:ucr:wpaper:202205
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    References listed on IDEAS

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    More about this item

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J08 - Labor and Demographic Economics - - General - - - Labor Economics Policies
    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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