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Teacher-to-classroom assignment and student achievement

Authors: Bryan S. Graham , Geert Ridder , Petra Thiemann and Gema Zamarro
Date: 09 July 2020
Type: cemmap Working Paper, CWP36/20
DOI: 10.1920/wp.cem.2020.3620

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 re-allocation 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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