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- W3039401614 abstract "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." @default.
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- W3039401614 date "2020-07-09" @default.
- W3039401614 modified "2023-10-14" @default.
- W3039401614 title "Teacher-to-classroom assignment and student achievement" @default.
- W3039401614 doi "https://doi.org/10.1920/wp.cem.2020.3620" @default.
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