School closings displace thousands of teachers in the U.S. every year. This paper explores how elementary school teachers in North Carolina respond to this labor market shock. After documenting that declining enrollment is a key driver of school closings in our study, we find that while most displaced teachers move to new schools in the same district, a considerable share leave public education altogether. We find that the increase in the propensity to leave teaching is largest for experienced teachers. It is also marginally larger for the highest and lowest value-added teachers compared to teachers in the middle of the value-added distribution, and, strikingly, twice as large for black teachers than white teachers even from the same closing school. Moving schools after a school closing has no impact on teacher effectiveness as measured by value-added. Although the primary goal of school closings is typically to move students out of declining or failing schools, school closings also affect the overall distributions of important teacher characteristics such as experience, race, and effectiveness in raising test scores.

中文翻译：

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停课对教师劳动力市场成果和教师有效性的影响

学校停课每年在美国取代数千名教师。本文探讨了北卡罗来纳州的小学教师如何应对这种劳动力市场的冲击。在记录到入学率下降是我们研究关闭学校的关键因素之后，我们发现，尽管大多数流离失所的教师搬到同一地区的新学校，但相当一部分人完全放弃了公共教育。我们发现，对于经验丰富的教师而言，离开教学的倾向增加最大。与增值分布中间的教师相比，最高和最低增值教师的人数也略有增加，而且引人注目的是，黑人教师甚至是同一所封闭学校的白人教师的两倍。以增值衡量，放学后搬家对教师的效能没有影响。尽管停课的主要目标通常是使学生退出不断下降或不及格的学校，但停课还影响教师的重要特征的整体分布，例如经验，种族和提高考试成绩的效率。