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Teacher-Student Matching and the Assessment of Teacher Effectiveness

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  • Charles T. Clotfelter
  • Helen F. Ladd
  • Jacob L. Vigdor

Abstract

We use administrative data on North Carolina public schools to document the tendency for more highly qualified teachers to be matched with more advantaged students, and we measure the bias this pattern generates in estimates of the impacts of various teacher qualifications on student achievement. One of the strategies we use to minimize this bias is to restrict the analysis to schools that assign students to classrooms in a manner statistically indistinguishable from random assignment. Using data for 5th grade, we consistently find significant returns to teacher experience in both math and reading and to licensure test scores in math achievement. We also find that the returns in math are greater for socioeconomically advantaged students, a finding that may help explain why the observed form of teacher-student matching persists in equilibrium.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 11936.

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Date of creation: Jan 2006
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Publication status: published as Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," Journal of Human Resources, University of Wisconsin Press, vol. 41(4).
Handle: RePEc:nbr:nberwo:11936

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  20. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor & Roger Aliaga Diaz, 2004. "Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 23(2), pages 251-271.
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