Teacher Effectiveness and Classroom Composition: Understanding Match Effects in the Classroom-Reference-Cited by-同舟云学术

Teacher Effectiveness and Classroom Composition: Understanding Match Effects in the Classroom

Published:2022-07-27 Issue:648 Volume:132 Page:3047-3064
ISSN:0013-0133
Container-title:The Economic Journal
language:en
Short-container-title:

Author:

Aucejo Esteban¹,Coate Patrick²,Fruehwirth Jane Cooley³,Kelly Sean⁴,Mozenter Zachary⁵

Affiliation:

1. Arizona State University: USA; CEP: UK; NBER: USA

2. National Council on Compensation Insurance , USA

3. University of North Carolina-Chapel Hill: USA; NBER : USA

4. University of Pittsburgh , USA

5. Bates White , USA

Abstract

Abstract This paper provides evidence of match effects in the teacher labour market by considering how teacher effectiveness varies by classroom composition. We combine random assignment of teachers with rich measures of teaching practices based on a popular teacher-evaluation protocol to overcome endogeneity challenges. We find significant complementarities between teaching practice and classroom composition for maths achievement. We use these estimates to simulate the effects of reallocating classrooms among teachers within schools and find substantial differences between counterfactual and actual teacher effectiveness rankings. These findings support the importance of classroom composition for key teacher-related policies, including teacher allocations, accountability and training.

Funder

Institute of Education Sciences

U.S. Department of Education

University of North Carolina, Chapel Hill

British Academy

Leverhulme Trust

Publisher

Oxford University Press (OUP)

Subject

Economics and Econometrics

Link

https://academic.oup.com/ej/advance-article-pdf/doi/10.1093/ej/ueac046/46044941/ueac046.pdf

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