Teacher-Student Matching and the Assessment of Teacher Effectiveness

We use administrative data on North Carolina public schools to document the tendency for more highly qualified teachers to be matched with more advantaged students, and we measure the bias this pattern generates in estimates of the impacts of various teacher qualifications on student achievement.

本研究采用北卡罗来纳州公立学校的行政数据，证实了高资质教师更倾向于与条件更优越的学生进行教学匹配的趋势，并量化测算了该模式在各类教师资质对学生学业成绩影响的效应评估中所产生的估计偏误。