Teacher effectiveness and classroom composition

Aucejo, Esteban M., Coate, Patrick, Fruehwirth, Jane Cooley, Kelly, Sean and Mozenter, Zachary (2018) Teacher effectiveness and classroom composition. CEP Discussion Papers (CEPDP1574). London School of Economics and Political Science. Centre for Economic Performance, London, UK.

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Abstract

This paper studies how the effectiveness of teachers varies by classroom composition. We combine random assignment of teachers to classrooms with rich measures of teacher effectiveness based on a popular observational protocol, Framework for Teaching, to overcome key endogeneity concerns related to measurement and matching. We find that complementarities between classroom composition and teaching practice play a significant role in student achievement. We identify two main mechanisms that are driving this result: 1) negative interactions between challenging and/or student-centered practices and heterogeneity in classroom prior achievement, and 2) positive interactions between classroom management skills and average classroom prior achievement. Our findings illustrate the multidimensional nature of teacher effectiveness and have important implications for prescribing teaching practice and evaluating teachers. Simulations show that teacher rankings change substantially simply from within-school classroom reallocations, suggesting the need for caution when using popular teaching evaluation rubrics in high-stakes settings.

Item Type:	Monograph (Discussion Paper)
Official URL:	http://cep.lse.ac.uk/
Additional Information:	© 2018 The Authors
Divisions:	Centre for Economic Performance
Subjects:	L Education > LB Theory and practice of education
JEL classification:	I - Health, Education, and Welfare > I2 - Education I - Health, Education, and Welfare > I2 - Education > I20 - General I - Health, Education, and Welfare > I2 - Education > I21 - Analysis of Education
Date Deposited:	11 Jan 2019 12:05
Last Modified:	13 Sep 2024 20:42
Funders:	Economic and Social Research Council
URI:	http://eprints.lse.ac.uk/id/eprint/91696

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