Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/252068 
Year of Publication: 
2022
Series/Report no.: 
CESifo Working Paper No. 9551
Publisher: 
Center for Economic Studies and ifo Institute (CESifo), Munich
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.
Subjects: 
teachers
public sector labor markets
student achievement
JEL: 
I28
J08
J45
Document Type: 
Working Paper
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