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Teacher Labor Market Equilibrium and Student Achievement

Author

Listed:
  • Bates, Michael

    (University of California, Riverside)

  • Dinerstein, Michael

    (University of Chicago)

  • Johnston, Andrew C.

    (University of California, Merced)

  • Sorkin, Isaac

    (Stanford University)

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 multi-dimensional 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 analyzing teacher labor market policies.

Suggested Citation

  • Bates, Michael & Dinerstein, Michael & Johnston, Andrew C. & Sorkin, Isaac, 2022. "Teacher Labor Market Equilibrium and Student Achievement," IZA Discussion Papers 15052, Institute of Labor Economics (IZA).
  • Handle: RePEc:iza:izadps:dp15052
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    More about this item

    Keywords

    teacher labor markets; teacher and principal preferences; market timing; match effects;
    All these keywords.

    JEL classification:

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

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