Abstract
We exploit a 2002 change in Florida's school accountability system, and use regression discontinuity and difference-in-difference approaches, to study the effects of accountability pressure on teacher mobility. While school grading “shocks” do not affect mobility at most parts of the measured school quality distribution, there exists strong evidence that teachers are more likely to leave schools that have received a failing grade. Receipt of an “F” grade translates into differently higher turnover for the best teachers, measured by contributions to student test scores, at a school. These results are robust to a wide range of parametric and nonparametric model specifications.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-17 |
| Number of pages | 17 |
| Journal | Journal of Urban Economics |
| Volume | 103 |
| DOIs | |
| State | Published - Jan 1 2018 |
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Keywords
- Administrative data
- School accountability
- Teacher labor markets
- Teacher quality
ASJC Scopus subject areas
- Economics and Econometrics
- Urban Studies
Cite this
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School accountability and teacher mobility. / Feng, Li; Figlio, David N; Sass, Tim.
In: Journal of Urban Economics, Vol. 103, 01.01.2018, p. 1-17.Research output: Contribution to journal › Article
TY - JOUR
T1 - School accountability and teacher mobility
AU - Feng, Li
AU - Figlio, David N
AU - Sass, Tim
PY - 2018/1/1
Y1 - 2018/1/1
N2 - We exploit a 2002 change in Florida's school accountability system, and use regression discontinuity and difference-in-difference approaches, to study the effects of accountability pressure on teacher mobility. While school grading “shocks” do not affect mobility at most parts of the measured school quality distribution, there exists strong evidence that teachers are more likely to leave schools that have received a failing grade. Receipt of an “F” grade translates into differently higher turnover for the best teachers, measured by contributions to student test scores, at a school. These results are robust to a wide range of parametric and nonparametric model specifications.
AB - We exploit a 2002 change in Florida's school accountability system, and use regression discontinuity and difference-in-difference approaches, to study the effects of accountability pressure on teacher mobility. While school grading “shocks” do not affect mobility at most parts of the measured school quality distribution, there exists strong evidence that teachers are more likely to leave schools that have received a failing grade. Receipt of an “F” grade translates into differently higher turnover for the best teachers, measured by contributions to student test scores, at a school. These results are robust to a wide range of parametric and nonparametric model specifications.
KW - Administrative data
KW - School accountability
KW - Teacher labor markets
KW - Teacher quality
UR - http://www.scopus.com/inward/record.url?scp=85033569453&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85033569453&partnerID=8YFLogxK
U2 - 10.1016/j.jue.2017.11.001
DO - 10.1016/j.jue.2017.11.001
M3 - Article
VL - 103
SP - 1
EP - 17
JO - Journal of Urban Economics
JF - Journal of Urban Economics
SN - 0094-1190
ER -