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.
Teacher-to-classroom assignment and student achievement
9 July 2020
Working Paper (CWP36/20)