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ERIC Number: ED672715
Record Type: Non-Journal
Publication Date: 2023-Jul
Pages: 43
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Challenges in Implementing Teacher-Student Assignment Policies: Evidence from Michigan's Read by Grade Three Law
John Westall; Katharine O. Strunk; Andrew Utter
Education Policy Innovation Collaborative
Given the importance of teachers for students' short- and long-term success, many education policies include mandates to match targeted students with "highly effective" teachers. An example is Michigan's Read by Grade Three Law, which requires students eligible for retention to be assigned "highly effective" teachers. Using a regression discontinuity design, we study the assignments of "highly effective" teachers to students eligible for retention under the law. We find no evidence that these students were more likely to be assigned a "highly effective" teacher than their peers just above the eligibility cut-off. Approximately 15% of both retention-eligible and ineligible students just above the cut-off with a "highly effective" teacher in the same building and grade level were not assigned to a "highly effective" teacher.
Education Policy Innovation Collaborative. 620 Farm Lane, Suite 236, East Lansing, MI 48824. Tel: 517-884-0377; e-mail: epicedpolicy@msu.edu; Web site: https://epicedpolicy.org/
Publication Type: Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: Kellogg Foundation; Institute of Education Sciences (ED)
Authoring Institution: Michigan State University (MSU), Education Policy Innovation Collaborative (EPIC)
Identifiers - Location: Michigan
IES Funded: Yes
Grant or Contract Numbers: R305H190004
Department of Education Funded: Yes
Author Affiliations: N/A