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The Design of Teacher Assignment: Theory and Evidence

Author

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  • Julien Combe

    (CREST - Centre de Recherche en Économie et Statistique - ENSAI - Ecole Nationale de la Statistique et de l'Analyse de l'Information [Bruz] - X - École polytechnique - ENSAE Paris - École Nationale de la Statistique et de l'Administration Économique - CNRS - Centre National de la Recherche Scientifique, X - École polytechnique)

  • Olivier Tercieux

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris sciences et lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris sciences et lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Camille Terrier

    (UNIL - Université de Lausanne = University of Lausanne, CEP - LSE - Centre for Economic Performance - LSE - London School of Economics and Political Science, IZA - Forschungsinstitut zur Zukunft der Arbeit - Institute of Labor Economics, CEPR - Center for Economic Policy Research - CEPR, CESifo - CESifo)

Abstract

To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategy-proof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers' applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.

Suggested Citation

  • Julien Combe & Olivier Tercieux & Camille Terrier, 2022. "The Design of Teacher Assignment: Theory and Evidence," Post-Print halshs-03917996, HAL.
    • Handle: RePEc:hal:journl:halshs-03917996
    DOI: 10.1093/restud/rdac002
    Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-03917996
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    References listed on IDEAS

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    Cited by:

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    2. Peter Troyan, 2022. "Non-Obvious Manipulability of the Rank-Minimizing Mechanism," Papers 2206.11359, arXiv.org.
    3. Biró, Péter & Klijn, Flip & Pápai, Szilvia, 2022. "Serial Rules in a Multi-Unit Shapley-Scarf Market," Games and Economic Behavior, Elsevier, vol. 136(C), pages 428-453.
    4. Zhang, Jun, 2023. "Strategy-proof allocation with outside option," Games and Economic Behavior, Elsevier, vol. 137(C), pages 50-67.
    5. Caterina Calsamiglia & Antonio Miralles, 2023. "Catchment Areas, Stratification, And Access To Better Schools," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 64(4), pages 1469-1492, November.

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