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

Esteban Aucejo, Patrick Coate, Jane Cooley Fruehwirth, Sean Kelly, Zachary Mozenter

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)3047-3064
Number of pages18
JournalEconomic Journal
Volume132
Issue number648
DOIs
StatePublished - Nov 1 2022

ASJC Scopus subject areas

  • Economics and Econometrics

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