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

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
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: 22-590). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/sddw-ag22

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