TY  - JOUR
AB  - 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.
AU  - Graham, Bryan S.
AU  - Ridder, Geert
AU  - Thiemann, Petra
AU  - Zamarro, Gema
DA  - July 2020
DO  - 10.26300/nkpy-8k41
PY  - 2020
ST  - Teacher-to-classroom assignment and student achievement
T2  - EdWorkingPapers.com
TI  - Teacher-to-classroom assignment and student achievement
UR  - https://www.edworkingpapers.com/ai20-254
ID  - 229
ER  -