Bryan S. Graham, Geert Ridder, Petra Thiemann, Gema Zamarro
arXiv 6 Jul 2020 · Econometrics · publishedJournal of Business and Economic Statistics (2022) · 11 citations (OpenAlex)
arXiv:2007.02653 · PDF · DOI · OpenAlex · Extracted main text
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.
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The works this paper leans on most, across its whole bibliography — not restricted to papers in our corpus. Ranked by composite intensity, which combines how often a work is mentioned, how many sections mention it, and how much of that falls in the main text rather than the appendix.
| Reference | Intensity | Mentions | Sections | Main text | |
|---|---|---|---|---|---|
| 1 | Aucejo, E., P. Coate, J. C. Fruehwirth, S. Kelly, and Z. Mozenter (2019) Teacher Effectiveness and Classroom Composition | 0.928 | 4 | 3 | 100% |
| 2 | Graham, B. S., G. W. Imbens, and G. Ridder (2007) Redistributive effects for discretely-valued inputs, IEPR Working Paper 07.7, University of Southern California self | 0.928 | 4 | 3 | 100% |
| 3 | Garrett, R. and M. P. Steinberg (2015) Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence From the Randomization of Teachers to Students | 0.894 | 7 | 3 | 71% |
| 4 | Graham, B. S., G. W. Imbens, and G. Ridder (2014) Complementarity and aggregate implications of assortative matching: a nonparametric analysis self | 0.874 | 6 | 2 | 100% |
| 5 | Graham, B. S., G. W. Imbens, and G. Ridder (2020) Identification and Efficiency Bounds for the Average Match Function Under Conditionally Exogenous Matching self | 0.874 | 5 | 2 | 100% |
| 6 | Bhattacharya, D (2009) Inferring optimal peer assignment from experimental data | 0.644 | 2 | 2 | 100% |
| 7 | Chetty, R., J. N. Friedman, and J. E. Rockoff (2014) a): Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates | 0.644 | 2 | 2 | 100% |
| 8 | Danielson, C (2011) The Framework for Teaching Evaluation Instrument, 2011 Edition, Retrieved on May 31, 2020, from https://danielsongroup.org/downl… | 0.644 | 2 | 2 | 100% |
| 9 | Rockoff, J. E (2004) The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data | 0.644 | 2 | 2 | 100% |
| 10 | Graham, B. S., G. W. Imbens, and G. Ridder (2010) Measuring the effects of segregation in the presence of social spillovers: a nonparametric approach, Working Paper 16499, NBER self | 0.585 | 3 | 1 | 100% |
Showing the top 10 of 41 scored citations.
arXiv econ.EM papers that cite this one, ranked by how heavily they lean on it.
| Citing paper | Intensity | Mentions | Sections | |
|---|---|---|---|---|
| 1 | Engineering Social Networks: How Initial Group Assignment Shapes Student Social Interactions | 0.511 | 2 | 1 |
| 2 | Who With Whom? Learning Optimal Matching Policies | 0.405 | 1 | 1 |