In this study, we investigate the extent of positive assortative matching between teacher and student characteristics and its relation to student achievement. Using administrative data on all Dutch primary school teachers between 2008 and 2016, we find that there is strong positive assortative matching on education levels and migrant background, particularly in urbanized areas. Sorting of early career teachers exacerbates the differences in average teacher characteristics between schools. The school share of non-western migrant teachers relates positively to test scores of migrant students, with no negative effect found for natives. In contrast, a higher share of teachers holding a master’s degree is unrelated to test scores of students with university-educated parents. The results suggest no negative consequences of teacher sorting on students’ parental educational background in terms of test scores, while positive assortative matching along migration background could increase educational effectiveness.
Reference:
Golsteyn, B. H., Vermeulen, S., & de Wolf, I. (2016). Teacher literacy and numeracy skills: International evidence from PIAAC and ALL. De Economist What effect does accelerated progression through course materials have on students’ development? A good teacher makes the difference. How do the careers and skills of teachers develop in the Netherlands?
