LAUSR

ABSTRACT While the effect of teacher quality on students’ achievement is widely documented in the literature, relatively little is known about the impact of teachers’ non-instructional role. By exploiting the random assignment of students and homeroom teachers to classrooms within the same grade and school, the paper finds that students’ test scores for a subject can be improved if the subject is taught by a homeroom teacher. The mechanism analysis suggests that the impact could be driven by the better interaction between homeroom teachers and students.