Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/192797 
Erscheinungsjahr: 
2015
Schriftenreihe/Nr.: 
Discussion Papers No. 815
Verlag: 
Statistics Norway, Research Department, Oslo
Zusammenfassung: 
We exploit a nested school accountability reform to estimate the causal effect on teacher mobility, sorting, and student achievement. In 2003, lower-secondary schools in Oslo became accountable to the school district authority for student achievement. In 2005, information on school performance in lower secondary education also became public. Using a difference-in-difference-in-difference approach, we find a significant increase in teacher mobility and that almost all non-stayers leave the teaching sector entirely. The impact is larger on high-ability teachers following the second part of the reform. Non-stayers are largely replaced by high-ability teachers, indicating a positive sorting effect. We find a small, positive effect on student achievement after the second part of the reform, thus the mechanism in place seems to be positive teacher sorting rather than teacher incentives.
Schlagwörter: 
school accountability regimes
design of incentives
teacher turnover
teacher quality
teacher sorting
student achievement
difference-in-difference-in-difference
JEL: 
D03
I21
J21
J38
Dokumentart: 
Working Paper

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