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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 re-allocation 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.
Authors
Working Paper details
- DOI
- 10.1920/wp.cem.2020.3620
- Publisher
- The IFS
Suggested citation
Graham, B et al. (2020). Teacher-to-classroom assignment and student achievement. London: The IFS. Available at: https://ifs.org.uk/publications/teacher-classroom-assignment-and-student-achievement (accessed: 10 May 2024).
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