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Teacher Mobility and Allocation

David Greenberg and John McCall
The Journal of Human Resources
Vol. 9, No. 4 (Autumn, 1974), pp. 480-502
DOI: 10.2307/144782
Stable URL: http://www.jstor.org/stable/144782
Page Count: 23
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Teacher Mobility and Allocation
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Abstract

The theories of human capital and internal labor markets are used to analyze teacher mobility. With data for the San Diego school system, we find that (1) since teaching assignments within school systems do not differ in terms of salary, internal mobility of teachers is governed by such nonpecuniary differences as student socioeconomic status (SES). As a result, (a) new teachers tend to be placed in low SES schools; (b) teachers tend move toward and to stay in higher SES schools. (2) As a consequence, higher SES schools have faculties with relatively greater experience and educational attainment. The correlation between these teacher characteristics and student achievement reflects, therefore, mutual causation.

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