| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w27543 |
| 来源ID | Working Paper 27543 |
| Teacher-to-Classroom Assignment and Student Achievement | |
| Bryan S. Graham; Geert Ridder; Petra M. Thiemann; Gema Zamarro | |
| 发表日期 | 2020-07-20 |
| 出版年 | 2020 |
| 语种 | 英语 |
| 摘要 | 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. |
| 主题 | Econometrics ; Estimation Methods ; Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w27543 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/585216 |
| 推荐引用方式 GB/T 7714 | Bryan S. Graham,Geert Ridder,Petra M. Thiemann,et al. Teacher-to-Classroom Assignment and Student Achievement. 2020. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w27543.pdf（595KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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