Local labor markets and job match quality: Teachers

This paper examines how short-term variation in potential teachers’ outside options affects who chooses to teach in public schools. I use variation in state level unemployment rates as a source of plausibly exogenous variation in outside options available to first-year teachers among teachers surveyed in the NCES School and Staffing Survey. I find that those who become teachers when the local labor market is weak are both more likely to have come from highly selective colleges and more likely to express dissatisfaction with their jobs. Other observable demographic, educational, and certification characteristics of newly hired teachers are not affected. Teachers who enter during weaker labor markets are also no less likely to remain in teaching in the short run. Economic downturns provide a potential opportunity for schools to attract and retain academically talented workers, but this may come at a cost to those workers in the form of reduced job satisfaction.