This paper studies teacher mobility using matched employee-employer panel data from Norwegian primary and lower secondary schools. The Norwegian institutional set-up with completely centralized wage setting for teachers is ideal to analyze the effect of non-pecuniary job attributes on quit decisions. We find that teachers tend to leave schools with high share of minority students and high share of students with special needs. In addition, the composition of teachers and the school size affect the propensity to quit. These results are robust across different econometric specifications and sub-samples. JEL classification: I29; J44; J45; J63

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Previous evidence suggests that enrollment in post-compulsory education increases (decreases) in cyclical downturns (upturns). However, little evidence exists on whether enrollment is successfully transformed into completed education. This paper adds to the literature by analyzing the relationship between completion of upper secondary education and regional unemployment using Norwegian regional panel data on students graduating from compulsory school between 1981 and 2004. We find robust evidence that completion rates are countercyclical. Our results suggest that poor labor-market conditions when starting upper secondary education have a lasting effect and motivate students to stay in school and graduate.

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