Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
This study leverages sibling identifiers merged to administrative school records to analyze the assignment of elementary students to teachers. We document significant sorting of students to their older siblings teachers, and this effect is stronger for relatively advantaged students. By analyzing the circumstances in which students are disproportionately assigned to their older siblings teacher, we provide indirect evidence regarding parental preferences for various teacher characteristics. We find stronger sorting to the older siblings teacher when that teacher is relatively experienced or has higher value-added. The sorting towards higher value-added teachers is significantly stronger for relatively advantaged students.