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ERIC Number: ED573242
Record Type: Non-Journal
Publication Date: 2016-Dec
Pages: 59
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: N/A
Labor Market Frictions and Production Efficiency in Public Schools. Working Paper 163
Kim, Dongwoo; Koedel, Cory; Ni, Shawn; Podgursky, Michael
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
State-specific licensing policies and pension plans create mobility costs for educators who cross state lines. We empirically test whether these costs affect production in schools--a hypothesis that follows directly from economic theory on labor frictions--using geo-coded data from the lower-48 states. We find that achievement is lower in mathematics, and to a lesser extent in reading, at schools that are highly-exposed to state boundaries. A detailed investigation of the selection of schools into boundary regions yields no indication of systematic differences between boundary and non-boundary schools along other measured dimensions. Moreover, we show that cross-district labor frictions do not explain state boundary effects. Our findings are consistent with the hypothesis that cross-state mobility costs induce frictions in educator labor markets that lower student achievement. The following are appended: (1) Supplementary Figures and Tables; and (2) Sensitivity Analysis.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 7; Intermediate Grades; Grade 5; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Laura and John Arnold Foundation
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
IES Funded: Yes
Grant or Contract Numbers: R305A060018