The Design of Teacher Assignment: Theory and Evidence
研究了教师分配机制，发现常用的改进版延迟接受机制对教师和学校都不公平且低效，提出了一类策略证明机制，利用法国教师申请数据模拟显示新机制效果显著更好。
Abstract To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategy-proof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.