Match Effects and the Gains from Alternative Job Assignments: Evidence from a Teacher Labor Market

Authors

Mariana Laverde, Boston CollegeFollow
Elton Mykerezi, University of MinnesotaFollow
Aaron Sojourner, W.E. Upjohn Institute for Employment ResearchFollow
Aradhya Sood, University of TorontoFollow

Upjohn Author ORCID Identifier

https://orcid.org/0000-0001-6839-2512

Series

Upjohn Institute working paper ; 23-392

DOI

10.17848/wp23-392

Issue Date

November 2023, Revised February 2025, Revised February 2026

Abstract

This paper studies the relative importance of teacher-student match effects and general teacher effectiveness in producing student learning, and quantifies gains from alternative teacher assignments. We estimate a framework that separates these components, allowing match quality to vary with observable student characteristics and unobservable teacher-school factors. Using more than a decade of administrative data from a large urban district, we address endogenous sorting with quasi-random assignment variation induced by differences in driving time between teachers and schools. Match effects are similar in magnitude to general effectiveness. Teacher-acceptable reassignments can raise average test scores by about 0.13 standard deviations.

Sponsorship

McKnight Foundation

Subject Areas

EDUCATION; K-12 Education; Teachers and compensation; LABOR MARKET ISSUES; Job search