Teacher Characteristics and Student Performance: Evidence from Random Teacher-Student Assignments in China

This paper investigates the impacts of teacher characteristics on student performance using a nationally representative and randomly assigned teacher-student sample in China. We find that having more experienced or female homeroom (HRT) with additional classroom management duties significantly improves students' test scores cognitive noncognitive abilities. In contrast, these effects are not observed for subject teachers who responsible only teaching. More HRTs also associated better environment, self-motivated students, parental involvement, higher expectations. These mechanisms explain 10-25 percent HRT ability 50-60 ability. Our findings highlight importance skills education production.