This article examines the extent to which both teacher and student assignment patterns are associated with inequitable classroom compositions within schools. From a sample of about 30,000 elementary school classrooms in Tennessee, we first investigate the characteristics that predict a switch in a teacher’s assignment to a new grade or school. Next, we estimate the extent to which new-to-assignment teachers are systematically assigned different classrooms on the basis of students’ prior achievement and demographic characteristics. We find that, compared with their grade-level colleagues, new-to-school teachers are more likely to be assigned students of color, students eligible for free-and-reduced-price-lunch, and those with lower prior-year achievement. However, the classroom compositions of teachers in their first year at a new school are consistent with those they are assigned to teach in years when they do not change positions. We do not find systematic differences in classroom assignments for new-to-grade teachers within a school. Implications for policy are discussed.

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迟到上课

本文研究了教师和学生分配模式与学校内不公平的课堂构成之间的关联程度。从田纳西州大约 30,000 个小学教室的样本中，我们首先调查了预测教师分配到新年级或学校的特征。接下来，我们根据学生先前的成绩和人口统计特征，估计新任教师被系统地分配到不同教室的程度。我们发现，与同年级的同事相比，新上学的教师更有可能被分配到有色人种学生、有资格享受免费和减价午餐的学生以及那些上一年成绩较低的学生。然而，新学校第一年教师的班级构成与不换班时分配的班级构成一致。我们没有发现学校内新到年级教师的课堂作业存在系统性差异。讨论了对政策的影响。