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

• 成果类型: Article
• 署名作者: Aucejo, Esteban; Coate, Patrick; Fruehwirth, Jane Cooley; Kelly, Sean; Mozenter, Zachary
• 署名单位: Arizona State University; Arizona State University-Tempe; University of London; London School Economics & Political Science; National Bureau of Economic Research; University of North Carolina; University of North Carolina Chapel Hill; Pennsylvania Commonwealth System of Higher Education (PCSHE); University of Pittsburgh
• 刊物名称: ECONOMIC JOURNAL
• ISSN/ISSBN: 0013-0133
• DOI: 10.1093/ej/ueac046
• 发表日期: 2022
• 页码: 3047-3064
• 关键词: public-schools evidence; QUALITY; performance; tracking; ACCOUNTABILITY; achievement; education; search

摘要

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.