Elacqua, G ego y; Rosa, Leona do
Wo king Pape
Teache ans e s and he dis up ion o eache s a ing in
he ci y o Sao Paulo
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Teache ans e s and he dis up ion o eache
s a ing in he Ci y o Sao Paulo
G ego y Elacqua
Leona do Rosa
IDB WORKING PAPER SERIES Nº IDB-WP-01437
Feb ua y 2023
Social Sec o Depa men
Educa ion Di ision
In e -Ame ican De elopmen Bank
Feb ua y 2023
Teache ans e s and he dis up ion o eache
s a ing in he Ci y o Sao Paulo
G ego y Elacqua
Leona do Rosa
Ca aloging-in-Publica ion da a p o ided by he
In e -Ame ican De elopmen Bank
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Elacqua, G ego y M., 1972-
Teache ans e s and he dis up ion o eache s a ing in he ci y o Sao Paulo /
G ego y Elacqua, Leona do Rosa.
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and appoin men -B azil. I. Rosa, Leona do. II. In e -Ame ican De elopmen Bank.
Educa ion Di ision. III. Ti le. IV. Se ies.
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2023
Teache ans e s and he dis up ion o eache
s affing in he Ci y o Sao Paulo
G ego y Elacqua, IADB∗
Leona do Rosa, IEPS†
Feb ua y 10, 2023
Abs ac
This pape analyzes p e e ences o ce ain school a ibu es among in-se ice
eache s. We explo e a cen alized ma ching p ocess in he ci y o Sao Paulo
ha eache s mus use when ans e ing schools. Because eache s ha e o lis
and ank hei p e e ences o schools, we can es ima e he desi abili y o school
a ibu es using a ank-o de ed logi model. We show ha he school’s dis ance
om he eache ’s home, i s a e age es sco es, and eache composi ion play a
cen al ole in eache p e e ences. Fu he mo e, we documen ha p e e ences
a y acco ding o eache cha ac e is ics such as gende , ace, age, and academic
subjec .
∗In e -Ame ican De elopmen Bank, [email p o ec ed]
†Ins i u o de Es udos pa a Pol´ı icas de Sa´ude,[email p o ec ed]
1

1 In oduc ion
Teache s a e he mos c ucial inpu in he educa ion p oduc ion unc ion (Che y e
al., 2014) and hei impac is g ea es among he mos disad an aged s uden s (A aujo
e al., 2016). Howe e , a ac ing and e aining qualified eache s o low-pe o ming
schools ha se e low-income and mino i y s uden s is one o he bigges challenges
school sys ems ace. Teache s o en so acco ding o s uden socioeconomic le el (Lank-
o d e al., 2002), school acial composi ion (Hanushek e al., 2004), geog aphic loca ion
(Be oni e al., 2022), and pupil achie emen (K ieg e al., 2016). They also p e e es-
ablishmen s ha ha e be e wo king condi ions (Boyd e al., 2005) and a e close o
hei homes o o whe e hey wen o college (Be oni e al., 2022; Boyd e al., 2005).
As a esul o eache so ing, disad an aged and low-pe o ming s uden s a e less likely
o a end classes wi h qualified eache s (Jackson and B uegmann, 2009), which has a
nega i e impac on hei lea ning (A aujo e al., 2016).
Wi h ew excep ions, esea ch in his a ea ocuses on how eache s so acco ding o
specific school cha ac e is ics. While some s udies use su ey e idence o shed ligh on
his opic, o he s explo e he impac o eache choices on so ing. The scan e idence
on eache s’ p e e ences in La in Ame ica is la gely ela ed o he cha ac e is ics ha
d i e he decisions o new eache candida es (Be oni e al., 2022; Rosa, 2019). Ve y
li le wo k has been done (G issom e al., 2014 being a no able excep ion) on how
eache so ing is affec ed by he p e e ences o in-se ice eache s, who make up he
majo i y o eache s in he labo ma ke .
In his pape , we analyze he p e e ences o in-se ice eache s in he ci y o Sao
Paulo. Using a ich adminis a i e da ase ha p o ides unique in o ma ion on in-
se ice eache s’ exi decisions and o de ed ans e p e e ences, we aim o answe he
ollowing ques ions: (i) wha school ac o s a e associa ed wi h eache s’ desi e o ans-
e away?; (ii) in sea ching o a new school, wha cha ac e is ics do eache s look o ?
Using a ank-o de logi model, we examine how in-se ice eache ans e applican s
e alua e diffe en school cha ac e is ics in he es ablishmen s hey lea e and when ank-
ing hei p e e ed ans e s.
Es ima ing wo ke p e e ences is challenging o any occupa ion, and eache p e -
e ences a e no diffe en . In a compe i i e job ma ke , eache s and school p e e ences
in e ac , making i difficul o disen angle p e e ences when obse ing ma ches be ween
2
eache s and schools. Analyzing his wo-sided ma ching p ocess equi es some assump-
ions, which can limi unde s anding.
In a s anda d case, we obse e he choices made by eache s, bu we do no obse e
eache choice se s. In o he wo ds, we do no know he op ions eache s ha e a ailable
o hem and he ac o s hey a e conside ing when choosing a school, which makes
i complica ed o es ima e eache p e e ences. Fu he mo e, when conside ing he
eache labo ma ke wi hin a single educa ion sys em, school cha ac e is ics end o
be homogeneous. The lack o a ia ion in school ea u es limi s ou abili y o d aw
conclusions since we canno es ima e eache p e e ences o many school ac o s (e.g.,
eache wages). Finally, eache p e e ences migh diffe be ween no ice and in-se ice
eache s. While no ice eache s likely ha e conside ably less in o ma ion abou school
cha ac e is ics because hey a e no pa o he wo k o ce, in-se ice eache s ha e mo e
expe ience in schools, p esumably ha e mo e in o ma ion abou he local schooling
ma ke , and compa e hei cu en schools wi h o he po en ial wo kplaces.
Ou case s udy offe s an in e es ing oppo uni y o add ess some o hese challenges.
While Sao Paulo is he la ges ci y in B azil – and one o he la ges in he wo ld –
i has a highly cen alized municipal school sys em. The Depa men o Educa ion
manages he ans e p ocess ac oss es ablishmen s, which we use o analyze eache
p e e ences. Once a yea , eache s can eques a ans e om hei cu en school o
ano he school in he municipal sys em. The Depa men o Educa ion egis e s he
eache s’ eques s and coun s acancies gene a ed by a i ion e en s (e.g., e i emen
o eache lea es). The go e nmen publishes openings on an online pla o m and asks
he eache s who eques ed a ans e o ank hei school p e e ences. They can ank
an unlimi ed numbe o acancies. Finally, eache s a e ma ched wi h hei p e e ed
schools using a de e ed accep ance algo i hm. I wo eache s apply o he same school,
he mechanism ma ches he school o he eache wi h mo e poin s (based on a combi-
na ion o expe ience and educa ion le el), wi h he ma ching p ocess con inuing o e a
se ies o ounds.
A guably, his cen alized p ocess mi iga es mos conce ns ela ed o es ima ing
eache p e e ences. Fi s , we do no need o disen angle eache p e e ences and
school p e e ences. The go e nmen s anda dizes school (o p incipal) p e e ences in he
ma ching p ocess. Second, because he en i e ma ching p ocess occu s on a cen alized
pla o m, we know he op ions a ailable o eache s when hey ank hei p e e ences.
3
Thus, we can obse e hei choice se s in a compe i i e ma ke . Thi d, he school sys-
em and he ci y a e e y la ge, wi h mo e han fi e hund ed schools. The e o e, we
obse e conside able a ia ion ac oss school cha ac e is ics, including quali y, a e age
socioeconomic le el, loca ion, and mone a y incen i es. Finally, we conside in-se ice
eache s and no no ice eache s, meaning ha he eache s in ou sample a e mo e
in o med and capable o obse ing and compa ing school cha ac e is ics.
When analyzing in-se ice eache s asking o ans e s, ou esul s indica e ha
eache s a e mo e likely o ans e ou o schools wi h lowe es sco es, a highe
pe cen age o low-SES s uden s, and ha a e a he away om hei homes.
We use a ank-o de ed logi model o es ima e eache p e e ences o new schools.
Ou es ima es show ha dis ance om home o school is he s onges p edic o o
eache p e e ences. Howe e , o he school cha ac e is ics a e impo an as well: a
school’s a e age es sco es a e a e y s ong p edic o o eache p e e ences. School
o ganiza ion is ano he impo an ac o behind eache p e e ences, as eache s a e
mo e likely o a oid schools wi h many no ice eache s and ewe class ooms. In e es -
ingly, a e con olling o dis ance and es sco es, he a e age socioeconomic le el o
he s uden body is no ela ed o eache p e e ences.
Ou s udy in e sec s wi h he g owing li e a u e on eache p e e ences, eache
u no e , and an eme ging body o wo k ha explo es eache so ing in de eloping
coun ies. In he eache p e e ence li e a u e, mos s udies analyze cases whe e he
eache labo ma ke migh be classified as a wo-sided ma ching (Bonhomme e al.,
2016; Boyd e al., 2013; Engel e al., 2014), and he choice se o eache p e e ence
anking migh no be e y well-defined. One s udy mi iga es his conce n by analyzing
a disc e e-choice expe imen wi h eache s, con olling he choice se en i onmen and
in oducing a ia ion in he school and job-con ac ea u es (Johns on, 2020). He e, we
p esen a diffe en case and add ess key challenges in he s udy o eache p e e ences,
as discussed abo e.
Ou pape also con ibu es o unde s anding eache u no e .1In his a ea, he
mos closely ela ed s udy o ou s is Boyd e al. (2011). The au ho s examine he
eache ans e sys em in New Yo k Ci y, which is cen alized in a simila manne o
Sao Paulo. We build on his esea ch by explo ing diffe en school cha ac e is ics and
1Allen e al. (2018), C. Clo el e e al. (2008), C. T. Clo el e e al. (2008), and C. T. Clo el e
e al. (2004), Falch and S øm (2005).
4
a diffe en con ex . In con as o Boyd e al. (2011) bu consis en wi h o he findings
in he li e a u e (Bonhomme e al., 2016), we show ha a e age school es sco es a e
impo an p edic o s o eache ans e s.
Finally, we build on he g owing li e a u e in de eloping coun ies ha explo es he
ac o s ha influence eache so ing and he mos effec i e policies o a ac ing and
e aining eache s in ha d- o-s aff schools (Be oni e al., 2022; E ans, Acos a, e al.,
2021). P e ious wo k ocuses on he influence o new eache p e e ences in so ing.
Fo ins ance, Be oni e al. (2022) analyze eache p e e ences in he cen alized eache
selec ion and assignmen sys em in Pe u and show ha mo e expe ienced and highe -
pe o ming eache s p e e schools in mo e ad an aged u ban a eas, loca ed in places
close o whe e hey a ended college. Rosa (2019) s udies he ec ui men o eache s
in Sao Paulo and documen s ha loca ion and es sco es a e impo an de e minan s
o ini ial eache decisions. Unlike p e ious s udies ha examine he decisions o no ice
eache s, we look a in-se ice eache s and hei decisions o ans e o a diffe en
school.
2 Teache ans e s in he ci y o Sao Paulo
App oxima ely 50,000 eache s wo k in p ima y and middle schools in he ci y o Sao
Paulo. The Depa men o Educa ion hi es all eache s; schools do no pa icipa e in he
hi ing p ocess. To be hi ed as an in-se ice eache , candida es mus pass a cen alized
assessmen . Once hey pass he exam, he depa men in i es eache s o choose a
school om a lis o acancies ha hey publish online. Teache s can decide o lea e
he school sys em a any ime. A he end o each school yea , in-se ice eache s can
eques a ans e o ano he school wi hin he school sys em using he ci y’s cen alized
sys em. In his ans e p ocess, in-se ice eache s ha e p io i y o e no ice eache s
as hey a e allowed o choose fi s . Ou analysis ocuses on hese ans e p ocesses.
Specifically, each yea , manage s in he Depa men o Educa ion consolida e he
numbe o eache s ha exi he school sys em and he numbe o eache s eques ing
a ans e o compu e he o al numbe o acancies pe school. Then, hey open
he concu so de emo¸c˜ao, a p ocess ha allows eache s o eques ans e s ac oss
public municipal schools. Teache s who eques a ans e mus ank, using an online
pla o m, hei school p e e ences based on he official lis o acancies published by
5
We find ha , when ans e ing, eache s a e mo e likely o lea e schools wi h lowe
academic pe o mance, a highe p opo ion o low-SES s uden s, and a g ea e numbe
o no ice eache s, as well as es ablishmen s loca ed in a a ela and a he away om
eache s’ homes. In con as , he schools ha eache s anked as hei op choice in
ans e eques s end o be la ge ones wi h highe es sco es, a lowe p opo ion o
low-SES s uden s, and ewe no ice eache s, as well as no loca ed in a a ela and close
o hei homes. I ul ima ely assigned (28% we e no g an ed a ans e , mainly due o
ma ke conges ion), he school ends o be somewhe e in he middle be ween hei op
p e e ence and hei cu en school in e ms o he cha ac e is ics lis ed abo e.
We also find ha p e e ences a y ac oss diffe en g oups o in-se ice eache s:
loca ion is pa icula ly impo an o emale and olde eache s (>30 yea s). Women
a e also mo e likely o choose schools wi h a lowe pe cen age o disad an aged s uden s.
Black eache s a e less likely o choose o ans e o schools loca ed in a a ela and
mo e likely o p e e schools ha offe mone a y incen i es. In addi ion, we find ha
younge eache s (<30 yea s o age) a e mo e likely o eques ans e s o schools wi h
mo e expe ienced eache s.
Mo e a ac i e wages a ha d- o-s aff schools, which a e mo e likely o be low-
pe o ming and se e mo e disad an aged s uden s, may influence eache ans e de-
cisions. To add ess his issue, he Ci y o Sao Paulo has in oduced mone a y incen i es
o wo k in specific neighbo hoods. Howe e , he wage bonus ep esen s a small pe cen -
age o a eache ’s sala y and is hus unlikely o be sufficien o o e come eache s’ dislike
o he cha ac e is ics o schools loca ed in disad an aged neighbo hoods. Indeed, only
Black eache s, who may be mo e likely o eside in o close o neighbo hoods wi h
wage bonuses, a e mo e likely o eques ans e s o schools wi h mone a y incen i es.
The Ci y o Sao Paulo may benefi om e iewing he cu en mone a y incen i e p o-
g am. Fu he s udies could e alua e he effec o he wage bonus mo e di ec ly, as
well as i s impac on eache e en ion and u no e and on he eligible schools and
neighbo hoods.
Go e nmen s in de eloping coun ies ha e adop ed a ious s a egies o inc ease he
supply o eache s in ha d- o-s aff schools, including mone a y incen i es, as e acks
o p omo ion, and manda o y o a ions (E ans, Acos a, e al., 2021). In ligh o he
s ong p e e ence o es ablishmen s close o home, some school sys ems offe ans-
po a ion and housing subsidies (Puga ch & Sch oede , 2014). Mo e ecen ly, go e n-
12

men s in La in Ame ica ha e been expe imen ing wi h beha io al nudges o a ac
eache s o disad an aged schools (Ajzenman e al., 2020; Ajzenman e al., 2021). The
esea ch shows ha simple low-cos in e en ions a e effec i e a encou aging eache s
o apply o ha d- o-s aff schools, offe ing a p omising al e na i e o financial incen i es
a a ime when economic g ow h is low and educa ion budge s a e igh . While his
app oach has shown some success in ge ing no ice eache s o apply o ha d- o-s aff
schools, u u e wo k migh conside es ing simila s a egies o mi iga e he so ing o
mo e expe ienced eache s seeking ans e s.
13
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Figu e 1: Ma ke Conges ion - Numbe o applican s pe school
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Table 1: Teache ans e s - F equency
F eq. % o al % ask ans . % go ans .
To al Numbe o Teache s 46755 - - -
Teache s asking o ans e 8072 17.3% - -
Teache s ans e ing 5804 12.4% 71.9% -
T ans e s by p e e ence o de
1s 3057 - - 52.7%
2nd 810 - - 14%
3 h 382 - - 6.6%
4 h 230 - - 4%
5 h o mo e 1324 - - 22.8%
No e: The able shows he o al numbe ( equency) o eache s egis e ed in he depa men
o educa ion and he candida es o eache ans e s in he yea 2019. The sou ce o he da a
is he adminis a i e eco ds om he depa men o educa ion in he ci y o Sao Paulo.
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Table 2: Applican s - S a is ics
(1)
A e age numbe o schools lis ed 38.8
Median numbe o schools lis ed 7.0
% o eache s lis ing only 1 school 19.2
% o eache s lis ing only 2 schools 9.0
% o eache s lis ing only 3 schools 6.9
% o eache s lis ing only 4 schools 5.7
% o eache s lis ing 5 schools o mo e 59.1
No e: The able shows he s a is ics o applica ions. Fi s and second ows show he a e age
and median numbe o schools lis ed by eache s in hei p e e ence lis . Thi d o se en h ows
show he pe cen age o schools ha lis ed 1, 2, 3, 4, o mo e han 4 schools. The sou ce o he
da a is he adminis a i e eco ds om he depa men o educa ion in he ci y o Sao Paulo.
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Table 3: School cha ac e is ics by cu en and ans e ma ke
Cu en T ans e
Fi s Bes Assigned
Tes sco e (z-sc ) -0.052 0.174 0.013
SES 5.05 5.133 5.082
Low SES (%) 23.626 20.364 22.241
Class size 28.73 28.821 28.804
No ice eache s (%) 0.246 0.165 0.209
School is in a ela 0.437 0.325 0.39
% o disabili y s uden s 0.025 0.026 0.025
Numbe class ooms 30.568 30.179 30.272
Re en ion a es 0.037 0.044 0.039
Dis home-school (km) 9.011 6.46 7.024
N 4807 4458 3481
No e: The able shows he school cha ac e is ic by school ype. Fi s column shows he cha -
ac e is ics o he schools he eache we e cu en ly wo king. Second column shows he cha ac-
e is ics lis ed as numbe one in he eache p e e ence o de . Thi d column shows he school
cha ac e is ics o he school he eache s we e assigned.
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Table 4: Rank-o de ed logi es ima es
Teache p e e ences
(1) (2) (3) (4) (5) (6) (7)
Dis home-sch (log) 0.488∗∗∗ 0.489∗∗∗ 0.489∗∗∗ 0.490∗∗∗ 0.486∗∗∗ 0.488∗∗∗ 0.489∗∗∗
(0.019) (0.019) (0.019) (0.019) (0.019) (0.019) (0.019)
Tes sco es (z-sco e) -0.095∗∗∗ -0.080∗∗∗ -0.072∗∗∗ -0.047∗∗ -0.056∗∗∗ -0.054∗∗∗
(0.013) (0.015) (0.015) (0.015) (0.015) (0.015)
Pe c. low-ses 0.002 0.001 -0.000 0.001 0.001
(0.001) (0.001) (0.001) (0.001) (0.001)
School in a ela 0.049∗∗ 0.047∗∗ 0.049∗∗ 0.047∗∗
(0.015) (0.015) (0.015) (0.015)
Pe c. no ice eache s 0.725∗∗∗ 0.593∗∗∗ 0.589∗∗∗
(0.077) (0.082) (0.082)
Numbe o class ooms -0.049∗∗∗ -0.050∗∗∗
(0.008) (0.008)
Mone a y incen i e - Low 0.043
(0.027)
Mone a y incen i e - High -0.016
(0.050)
N40376 40376 40376 40376 40376 40376 40376
No e: The able shows es ima es om he ank-o de ed logi model. Nega i e signals indica e he
school a ibu e is p e e ed by eache s ( eache s ank such schools fi s ), and posi i e signals indica e
ha eache s dislike he a ibu e ( anking he schools lowe on hei p e e ence lis ). * p<0.05, **
p<0.01, *** p<0.001
21