Bryan S. Graham, Geert Ridder, Petra Thiemann, Gema Zamarro
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引用次数: 0
Abstract
We study the effects of counterfactual teacher-to-classroom assignments on average student achievement in U.S. elementary and middle schools. We use the Measures of Effective Teaching (MET) experiment to semiparametrically identify the average reallocation effects (AREs) of such assignments. Our identification strategy exploits the random assignment of teachers to classrooms in MET schools. To account for non-compliance of some students and teachers to the random assignment, we develop and implement a semiparametric instrumental variables estimator. We find that changes in within-district teacher assignments could have appreciable effects on student achievement. Unlike policies that aim at changing the pool of teachers (e.g., teacher tenure policies or class-size reduction measures), alternative teacher-to-classroom assignments do not require that districts hire new teachers or lay off existing ones; they raise student achievement through a more efficient deployment of existing teachers.
摘要 我们研究了美国中小学教师对班级的反事实分配对学生平均成绩的影响。我们利用 "有效教学措施（MET）"实验，以半参数方法确定了这种分配的平均再分配效应（AREs）。我们的识别策略利用了随机分配教师到 MET 学校教室的方法。为了解释部分学生和教师不遵守随机分配的情况，我们开发并实施了一个半参数工具变量估计器。我们发现，区内教师分配的变化会对学生成绩产生显著影响。与那些旨在改变教师队伍的政策（如教师终身制政策或缩小班级规模的措施）不同，替代性的教师到教室分配不要求学区聘用新教师或解雇现有教师；它们通过更有效地调配现有教师来提高学生成绩。
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