论文标题
教师到教室的作业和学生成就
Teacher-to-classroom assignment and student achievement
论文作者
论文摘要
我们研究了反事实对教师分配的影响，在美国的小学和中学平均学生成就。我们使用有效的教学（MET）实验的度量来半合理地识别此类作业的平均重新分配效应（ARE）。我们的发现表明，分区内部教师作业的变化可能会对学生的成就产生明显的影响。与需要雇用其他教师（例如，减少班级措施）或旨在改变教师股票的政策（例如，VAM指导的教师任期政策），替代教师对教师的分配是中立的；他们通过更有效地部署现有教师来提高学生的成就。
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.
