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How school accountability affects teacher mobility and teacher sorting

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  • Hege Marie Gjefsen
  • Trude Gunnes

Abstract

We study how the introduction of school accountability affects teacher mobility and sorting. We exploit that lower-secondary schools in Oslo became formally accountable to the school district authority for student achievement in 2003 and that the ranking of these schools, based on a value-added measure, became public information in 2005. Using a double and a triple difference estimator, we find substantially increased teacher mobility after the reform. Most teachers who changed their jobs due to the reform left the profession. Nevertheless, leaving teachers were replaced by other high-ability teachers, yielding a positive sorting effect after the second part of the reform.

Suggested Citation

  • Hege Marie Gjefsen & Trude Gunnes, 2020. "How school accountability affects teacher mobility and teacher sorting," Education Economics, Taylor & Francis Journals, vol. 28(5), pages 455-473, September.
    • Handle: RePEc:taf:edecon:v:28:y:2020:i:5:p:455-473
    DOI: 10.1080/09645292.2020.1788514
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