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Teacher Labor Market Equilibrium and Student Achievement

Michael Bates,
Michael Dinerstein,
Andrew C. Johnston,
Isaac Sorkin

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.

Keywords
teacher labor markets, matching, principal and teacher preferences, market structure
Education level
K-12 Education
Topics
Staffing, Finance, and Operations
Tags
Teacher hiring and retention
Download 02/2022
Document Object Identifier (DOI)
10.26300/gkwh-mq16
EdWorkingPaper suggested citation:
Bates, Michael, Michael Dinerstein, Andrew C. Johnston, and Isaac Sorkin. (). Teacher Labor Market Equilibrium and Student Achievement. (EdWorkingPaper: -527). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/gkwh-mq16

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