@EdWorkingPaper{ai22-590,
title = "Second Time's the Charm? How Sustained Relationships from Repeat Student-Teacher Matches Build Academic and Behavioral Skills",
author = "Leigh Wedenoja, John Papay, Matthew A. Kraft",
institution = "Annenberg Institute at Brown University",
number = "590",
year = "2022",
month = "June",
URL = "http://www.edworkingpapers.com/ai22-590",
abstract = {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.},
}