Teacher-to-Classroom Assignment and Student Achievement
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.
Published Versions
Bryan S. Graham & Geert Ridder & Petra Thiemann & Gema Zamarro, 2023. "Teacher-to-Classroom Assignment and Student Achievement," Journal of Business & Economic Statistics, vol 41(4), pages 1328-1340. citation courtesy of 
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