School accountability: Incentives or sorting?
dc.contributor.author | Gjefsen, Hege Marie | |
dc.contributor.author | Gunnes, Trude | |
dc.coverage.spatial | Norway | nb_NO |
dc.date.accessioned | 2019-07-29T11:22:50Z | |
dc.date.available | 2019-07-29T11:22:50Z | |
dc.date.issued | 2015-07 | |
dc.identifier.issn | 1892-753X | |
dc.identifier.uri | http://hdl.handle.net/11250/2606620 | |
dc.description.abstract | 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 | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Statistisk sentralbyrå | nb_NO |
dc.relation.ispartofseries | Discussion papers;815 | |
dc.subject | School accountability regimes | nb_NO |
dc.subject | Design of incentives | nb_NO |
dc.subject | Teacher turnover | nb_NO |
dc.subject | Teacher quality | nb_NO |
dc.subject | Teacher sorting | nb_NO |
dc.subject | Student achievement | nb_NO |
dc.subject | difference-in-difference-in-difference | nb_NO |
dc.title | School accountability: Incentives or sorting? | nb_NO |
dc.type | Working paper | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.source.pagenumber | 35 s. | nb_NO |
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