Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/241911 
Erscheinungsjahr: 
2020
Schriftenreihe/Nr.: 
cemmap working paper No. CWP36/20
Verlag: 
Centre for Microdata Methods and Practice (cemmap), London
Zusammenfassung: 
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.
Schlagwörter: 
teacher quality
teacher assignment
education production
student achievement,average reallocation effects
K-12
JEL: 
I20
I21
I24
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
Working Paper

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