| Title: |
Challenges in Implementing Teacher-Student Assignment Policies: Evidence from Michigan's Read by Grade Three Law |
| Language: |
English |
| Authors: |
John Westall; Katharine O. Strunk; Andrew Utter; Michigan State University (MSU), Education Policy Innovation Collaborative (EPIC) |
| Source: |
Education Policy Innovation Collaborative. 2023. |
| Availability: |
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/ |
| Peer Reviewed: |
N |
| Page Count: |
43 |
| Publication Date: |
2023 |
| Sponsoring Agency: |
Kellogg Foundation; Institute of Education Sciences (ED) |
| Contract Number: |
R305H190004 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 3; Primary Education |
| Descriptors: |
Teacher Effectiveness; Grade Repetition; At Risk Students; Student Placement; Eligibility; Educational Policy; State Legislation; Educational Legislation; Emergent Literacy; Elementary School Teachers; Elementary School Students; Grade 3; Public Schools |
| Geographic Terms: |
Michigan |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
ED672715 |
| Database: |
ERIC |