Publication type
Journal Article
Authors
Publication date
June 15, 2023
Summary:
We explore the effectiveness of repeating the student-teacher match on test scores, for the universe of 8th graders in Chile using information on all student-teacher matches across multiple subjects and years, and a national, anonymous measure of test scores. Using a fixed effect and a regression discontinuity approach, we find that repeating matches has a robust positive effect on test scores. We show that this positive effect aggregates up to the student, class, and school-level, and also has longer-term effects on university admission exams. As channels, we find a significant positive effect on attendance, progression, student behaviour and teacher expectations. Reallocating teachers to classes with which they are familiar appears to offer a feasible strategy to improve student performance at low cost.
Published in
Economics of Education Review
Volume
Volume: 94:102375
DOI
https://doi.org/10.1016/j.econedurev.2023.102375
ISSN
2727757
Subjects
Notes
Open Access
Under a Creative Commons license
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