Teacher Effectiveness and Classroom Composition
Understanding Match Effects in the Classroom
Datos Bibliográficos
| ID | 9704798 |
|---|---|
| Autores | Esteban Aucejo (Arizona State University: USA; CEP: UK; NBER: USA, autor de correspondencia), Patrick Coate (National Council on Compensation Insurance , USA), Jane Cooley Fruehwirth (0000-0001-5018-1143, University of North Carolina-Chapel Hill: USA; NBER : USA), Sean Kelly (0000-0002-2415-0375, University of Pittsburgh), Zachary Mozenter (Bates White , USA) |
| Año | 2022 |
| Volumen | 132 |
| Número | 648 |
| Páginas | 3047-3064 |
| Fecha de publicación | 2022-11-07 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Economic Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-0133 • E-ISSN: 1468-0297 |
| Editorial | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/ej/ueac046 |
| OpenAlex | W4288067639 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 42 |
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
Academic achievement · Accountability · Composition (language · Counterfactual thinking · Econometrics · Economics · Endogeneity · Mathematics education · Pedagogy · Political science · Protocol (science · Random assignment · Statistics · Student achievement · Innovations in Educational Methods · Mathematics · Medicine · Psychology · School Choice and Performance · Social Psychology
Classroom Composition Affects Teacher Performance Ratings
Agnosticism in instructional observation systems
Disparate teacher effects, comparative advantage, and match quality
Teacher-to-Classroom Assignment and Student Achievement
The stricter the better? The impact of early teacher grading standards on students' competences development and academic track enrollment
Job Creation and Job Destruction in the Theory of Unemployment
Student engagement in high school classrooms from the perspective of flow theory.
Search-Theoretic Models of the Labor Market
Peer Effects, Teacher Incentives, and the Impact of Tracking
Injecting Charter School Best Practices into Traditional Public Schools
Accountability and Flexibility in Public Schools
Measuring the Impacts of Teachers I
Teacher Quality in Educational Production
Teacher Quality and Learning Outcomes in Kindergarten
Using global observation protocols to inform research on teaching effectiveness and school improvement
Match Quality, Worker Productivity, and Worker Mobility
Ties that bind
Job Matching and the Theory of Turnover
Inside the Black Box of Ability Peer Effects
Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries
Observational Evaluation of Teachers
How Teacher Evaluation Methods Matter for Accountability
What Does It Mean to Be Ranked a “High” or “Low” Value-Added Teacher? Observing Differences in Instructional Quality Across Districts
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Analysis of multiplicative combination rules when the causal variables are measured with error
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 1,67 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |