Matching strategies of teachers and schools in general equilibrium

Table 1 Summary statistics: administrative data

	Stayers	Transfers	New	Δ (Std. Err.)
Demographics
Minority	0.135	0.141	0.119	0.006	(0.011)
Female	0.911	0.888	0.889	-0.023 ^∗∗	(0.010)
MA degree	0.281	0.273	0.214	-0.008	(0.014)
Certified	0.104	0.087	0.007	-0.017 ^∗	(0.009)
Experience
Low (1 - 3 years)	0.237	0.293		0.056 ^∗∗∗	(0.014)
Mid (4 - 10 years)	0.390	0.443		0.053 ^∗∗∗	(0.015)
High (10 + years)	0.373	0.264		-0.109 ^∗∗∗	(0.015)
Year (t-1)
Bad school	0.130	0.212		0.082 ^∗∗∗	(0.011)
Good school	0.870	0.788
School minority %	0.420	0.488		0.068 ^∗∗∗	(0.009)
School poverty %	0.502	0.543		0.041 ^∗∗∗	(0.007)
School female %	0.488	0.487		-0.001	(0.001)
Year (t)
Bad school	0.130	0.149	0.170	0.019 ^∗	(0.011)
Good school	0.870	0.851	0.830
School minority %	0.391	0.412	0.452	0.022 ^∗∗	(0.009)
School poverty %	0.493	0.485	0.497	-0.008	(0.007)
School female %	0.468	0.468	0.468	-0.001	(0.001)
Observations	10260	1136	2011

NCERDC data from 2005/06 and 2006/07. School poverty % is the percentage of student population that receives free or reduced price lunch. ‘Bad’ schools are low-performing, and ‘good’ schools are high-performing schools. See end-note 16 for details. Δ is the difference in means between the Transfers and the Stayers. Difference in means is statistically significant from zero at ^∗10% level, ^∗∗5% level, and ^∗∗∗1% level, respectively.