How School Accountability Affects Teacher Mobility and Teacher Sorting

Autor/inn/en	Gjefsen, Hege Marie; Gunnes, Trude
Titel	How School Accountability Affects Teacher Mobility and Teacher Sorting
Quelle	In: Education Economics, 28 (2020) 5, S.455-473 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2020.1788514
Schlagwörter	Accountability; Faculty Mobility; Secondary School Teachers; Teacher Effectiveness; Educational Change; Career Change; Foreign Countries; Norway (Oslo) + Suchen Sie Ihr Suchwort? Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Career changes; Berufswechsel; Ausland
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01