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.
Teacher-to-classroom assignment and student achievement
Keywords
teacher quality, teacher assignment, education production, student achievement, average reallocation effects, K–12
Education level
Document Object Identifier (DOI)
10.26300/nkpy-8k41
EdWorkingPaper suggested citation:
Graham, Bryan S., Geert Ridder, Petra Thiemann, and Gema Zamarro. (). Teacher-to-classroom assignment and student achievement. (EdWorkingPaper:
-254). Retrieved from
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