Teacher Quality and Student Inequality
利用北卡罗来纳州公立高中11年行政数据，研究教师在校内和校际的分配如何影响学生考试成绩的不平等，发现教师质量分布相对公平。
This paper uses 11 years of administrative data from North Carolina public high schools to examine the extent to which the allocation of teachers within and across public high schools is contributing to inequality in student test score performance. The existence of nearly 3, 500 teacher transfers allows separate identification of each teacher's quality from other school-level factors. I find that teaching quality is fairly equitably distributed both within and across high schools: students among the bottom (top) decile of a student background index are taught by teachers who are, on average, at the 41st (57th) percentile of the value-added distribution.