Teacher-to-Classroom Assignment and Student Achievement Tue., November 17, 2020 | 1:30 PM — 3:00 PM Zoom Webinar 1307 E. 60th Street Chicago, IL 60637 United States Sponsored By: Center for Economics of Human Development Lifecycle Working Group Lecture Series 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 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. Register Now Recent News More news Student Profile, Zhen Zeng, IPAL’23, MPP Class of 2026 Tue., April 23, 2024 Jean Lin Pao, MPP'91, and the Ongoing Fight for Small Business Mon., April 22, 2024 Student profile: Sohyun Lim, MPP Class of 2025 Thu., April 18, 2024
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