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Teacher demand, teacher education, and teacher shortages. A new data set 1861-2024 for Norway

Author

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  • Torberg Falch

    (Department of Economics, Norwegian University of Science and Technology)

  • Bjarne Strøm

    (Department of Economics, Norwegian University of Science and Technology)

Abstract

This paper documents the construction of a historical data set for Norwegian compulsory education covering more than 160 years from 1861 to 2024. The data include the number of students and teachers, teacher shortages measured by the share of teachers without the formal qualifications determined by law, and the number of admitted students and graduates from teacher education institutions. In addition to the national time series, we also present panel data at the county level at a five-year frequency covering the period 1870-1935. The construction of the data series is based on a historical description of the development of the compulsory education system, including school finance and teacher wage-setting institutions, in addition to the system for teacher education. The School Act of 1860 required that teachers should have formal teacher education or similar qualifications in order to be appointed to permanent teaching positions. Variants of this rule have been a legal constraint since 1860. The data constructed in this paper provides the basis for more detailed empirical analyses of the relationship between teacher shortages, fluctuations in teacher demand, and teacher supply as determined by the number of graduates from teacher education institutions.

Suggested Citation

  • Torberg Falch & Bjarne Strøm, 2024. "Teacher demand, teacher education, and teacher shortages. A new data set 1861-2024 for Norway," Working Paper Series 19924, Department of Economics, Norwegian University of Science and Technology.
    • Handle: RePEc:nst:samfok:19924
    as

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    File URL: http://www.svt.ntnu.no/iso/WP/2024/2_24.pdf
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    References listed on IDEAS

    as
    1. Falch, Torberg & Tovmo, Per, 2003. "Norwegian local public finance in the 1930s and beyond," European Review of Economic History, Cambridge University Press, vol. 7(1), pages 127-154, April.
    2. Martin Fischer & Martin Karlsson & Therese Nilsson & Nina Schwarz, 2020. "The Long-Term Effects of Long Terms – Compulsory Schooling Reforms in Sweden," Journal of the European Economic Association, European Economic Association, vol. 18(6), pages 2776-2823.
    3. Eric A. Hanushek & Marc Piopiunik & Simon Wiederhold, 2019. "The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance," Journal of Human Resources, University of Wisconsin Press, vol. 54(4), pages 857-899.
    4. Torberg Falch & Bjarne Strøm & Per Tovmo, 2022. "The effects of voting franchise extension on education policy," Education Economics, Taylor & Francis Journals, vol. 30(1), pages 66-90, January.
    5. Burgess, Simon & Greaves, Ellen & Murphy, Richard, 2022. "Deregulating Teacher Labor Markets," Economics of Education Review, Elsevier, vol. 88(C).
    6. Torberg Falch & Jørn Rattsø, 1998. "Political Economic Determinants of School Spending in Federal States: Theory and Time-Series Evidence," Chapters, in: Jørn Rattsø (ed.), Fiscal Federalism and State–local Finance, chapter 14, pages 240-255, Edward Elgar Publishing.
    7. Charles T. Clotfelter & Helen F. Ladd & Calen R. Clifton, 2023. "Racial Differences in Student Access to High-Quality Teachers," Education Finance and Policy, MIT Press, vol. 18(4), pages 738-752, Fall.
    8. Marigee P. Bacolod, 2007. "Do Alternative Opportunities Matter? The Role of Female Labor Markets in the Decline of Teacher Quality," The Review of Economics and Statistics, MIT Press, vol. 89(4), pages 737-751, November.
    9. Dan Goldhaber, 2007. "Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?," Journal of Human Resources, University of Wisconsin Press, vol. 42(4).
    Full references (including those not matched with items on IDEAS)

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