School Accountability and Teacher Mobility* American Education Finance Association, Association for Public Policy Analysis and Management, Society for Research on Educational Effectiveness, and Southern Economic

We exploit a 2002 change in Florida's school accountability system to measure the effects of accountability pressure on teacher mobility in Florida. We find strong evidence that teachers are more likely to leave schools that have received a failing grade. Receipt of an "F" grade has larger effects on teacher mobility in middle and high school than in elementary school. The effects are also more pronounced for teachers of core academic subjects than for PE, music and art teachers. Schools designated as failing are more likely to lose their highest quality and middling teachers than their lowest performing teachers. *This is a considerably updated version of a paper with the same name that first appeared as NBER working paper 16070. We are grateful to the U.S. Department of Education (via the National Center for the Analysis of Longitudinal Data in Education Research), National Science Foundation and National Institutes of Child Health and Human Development for research support and to the Florida Department of Education for providing the data for this analysis. We also wish to thank seminar participants at Indiana, Northwestern, Oregon, Wisconsin, and the Swedish Research Institute for Industrial Economics, as well as conference participants at the American Education Finance Association, Association for Public Policy Analysis and Management, Society for Research on Educational Effectiveness, and Southern Economic Association meetings, for helpful comments. We alone are responsible for any errors in analysis or interpretation. The results reported herein do not necessarily reflect the views of the Florida Department of Education or of our funders.