Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/252176 
Year of Publication: 
2022
Series/Report no.: 
IZA Discussion Papers No. 15052
Publisher: 
Institute of Labor Economics (IZA), Bonn
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.
Subjects: 
teacher labor markets
teacher and principal preferences
market timing
match effects
JEL: 
I28
J45
Document Type: 
Working Paper

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