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

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

doi:10.1093/ej/ueac046

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

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

Economics

Research output: Contribution to journal › Article › peer-review

4 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 language	English (US)
Pages (from-to)	3047-3064
Number of pages	18
Journal	Economic Journal
Volume	132
Issue number	648
DOIs	https://doi.org/10.1093/ej/ueac046
State	Published - Nov 1 2022

ASJC Scopus subject areas

Economics and Econometrics

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10.1093/ej/ueac046

Cite this

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title = "Teacher Effectiveness and Classroom Composition: Understanding Match Effects in the Classroom",

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.",

author = "Esteban Aucejo and Patrick Coate and Fruehwirth, {Jane Cooley} and Sean Kelly and Zachary Mozenter",

note = "Funding Information: This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A170269 to University of North Carolina, Chapel Hill. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Fruehwirth also thanks the British Academy and the Leverhulme Trust's Philip Leverhulme Prize for support. Publisher Copyright: {\textcopyright} 2022 The Author(s). Published by Oxford University Press on behalf of Royal Economic Society.",

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AU - Kelly, Sean

AU - Mozenter, Zachary

N1 - Funding Information: This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A170269 to University of North Carolina, Chapel Hill. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Fruehwirth also thanks the British Academy and the Leverhulme Trust's Philip Leverhulme Prize for support. Publisher Copyright: © 2022 The Author(s). Published by Oxford University Press on behalf of Royal Economic Society.

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N2 - 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.

AB - 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.

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

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