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Second Time's the Charm? How Sustained Relationships from Repeat Student-Teacher Matches Build Academic and Behavioral Skills

Leigh Wedenoja,
John P. Papay,
Matthew A. Kraft

We examine the dynamic nature of student-teacher match quality by studying the effect of having a teacher for more than one year. Using data from Tennessee and panel methods, we find that having a repeat teacher improves achievement and decreases absences, truancy, and suspensions. These results are robust to a range of tests for student and teacher sorting. High-achieving students benefit most academically and boys of color benefit most behaviorally. Effects increase with the share of repeat students in a class suggesting that classroom assignment policies intended to promote sustained student-teacher relationships such as looping may have even larger benefits.

Keywords
Teachers, Student Achievement, Looping, Behavioral Skills, Relationships
Education level
K-12 Education
Topics
Student Learning
Tags
Student engagement,
Student discipline
Download 06/2022
Document Object Identifier (DOI)
10.26300/sddw-ag22
EdWorkingPaper suggested citation:
Wedenoja, Leigh, John Papay, and Matthew A. Kraft. (). Second Time's the Charm? How Sustained Relationships from Repeat Student-Teacher Matches Build Academic and Behavioral Skills. (EdWorkingPaper: -590). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/sddw-ag22

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