London School of Economics Centre for the Economics of Education LSE
Centre for the Economics of Education  (CEE)

Abstract for:

Teacher Effectiveness and Classroom Composition

Esteban M.  Aucejo,  Patrick  Coate,  Jane  Cooley Fruehwirth,  Sean  Kelly,  Zachary  Mozenter,  September 2018
Paper No' CEPDP1574: | Full paper (pdf)
Save Reference as: BibTeX BibTeX File | Endote EndNote Import File
Keywords: teacher, practices, peer effects, effectiveness

JEL Classification: I2; I20; I21

Is hard copy/paper copy available? YES - Paper Copy Still In Print.
This Paper is published under the following series: CEP Discussion Papers
Share this page: Google Bookmarks Google Bookmarks | Facebook Facebook | Twitter Twitter


This paper studies how the effectiveness of teachers varies by classroom composition, combining random assignment of teachers with rich measures of teaching practices based on a popular teacher-evaluation protocol. We find that some teaching practices are more effective in raising math achievement in classrooms with higher average prior achievement, and others are more effective in classrooms with less heterogeneity in prior achievement. We use these estimates to simulate the effects of reallocating classrooms among teachers within schools. We find substantial differences between counterfactual and actual teacher effectiveness rankings, supporting the importance of classroom composition for evaluating teachers and prescribing practice.