Teacher-to-classroom assignment and student achievement

Bryan S. Graham, Geert Ridder, Petra Thiemann, Gema Zamarro

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.

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Year of publication:	[2020]
Authors:	Graham, Bryan S. ; Ridder, Geert ; Thiemann, Petra ; Zamarro, Gema
Publisher:	[London] : Cemmap, Centre for Microdata Methods and Practice, The Institute for Fiscal Studies, Department of Economics, UCL
Subject:	teacher quality \| teacher assignment \| education production \| student achievement,average reallocation effects \| K-12 \| Lehrkräfte \| Teaching profession \| Bildungsniveau \| Educational achievement \| Schüler \| Pupils \| Qualifikation \| Occupational qualification \| Dienstleistungsqualität \| Service quality \| Bildungsertrag \| Returns to education \| Allokation \| Allocation \| Schätzung \| Estimation \| Allgemeinbildende Schule \| School of general education