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Teacher Labor Market Equilibrium and Student Achievement

Author

Listed:
  • Michael Bates
  • Michael Dinerstein
  • Andrew C. Johnston
  • Isaac Sorkin

Abstract

We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains from reallocating teachers within a district. Using an estimated equilibrium model of the teacher labor market, we find that achieving most of these gains requires directly affecting teachers’ preferences over schools. In contrast, directly affecting principals’ selection of teachers can lower student achievement. Our analysis highlights the importance of equilibrium and second-best reasoning in analysing teacher labor market policies.

Suggested Citation

  • Michael Bates & Michael Dinerstein & Andrew C. Johnston & Isaac Sorkin, 2022. "Teacher Labor Market Equilibrium and Student Achievement," CESifo Working Paper Series 9551, CESifo.
    • Handle: RePEc:ces:ceswps:_9551
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    References listed on IDEAS

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    More about this item

    Keywords

    teachers; public sector labor markets; student achievement;
    All these keywords.

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J08 - Labor and Demographic Economics - - General - - - Labor Economics Policies
    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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