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dc.contributor.authorGjefsen, Hege Marie
dc.contributor.authorGunnes, Trude
dc.coverage.spatialNorwaynb_NO
dc.date.accessioned2019-07-29T11:22:50Z
dc.date.available2019-07-29T11:22:50Z
dc.date.issued2015-07
dc.identifier.issn1892-753X
dc.identifier.urihttp://hdl.handle.net/11250/2606620
dc.description.abstractWe 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 incentivesnb_NO
dc.language.isoengnb_NO
dc.publisherStatistisk sentralbyrånb_NO
dc.relation.ispartofseriesDiscussion papers;815
dc.subjectSchool accountability regimesnb_NO
dc.subjectDesign of incentivesnb_NO
dc.subjectTeacher turnovernb_NO
dc.subjectTeacher qualitynb_NO
dc.subjectTeacher sortingnb_NO
dc.subjectStudent achievementnb_NO
dc.subjectdifference-in-difference-in-differencenb_NO
dc.titleSchool accountability: Incentives or sorting?nb_NO
dc.typeWorking papernb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber35 s.nb_NO


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