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Evidence on teacher behavior is essential for the understanding of the performance of school systems. In this paper we utilize rich data to study the teachers' quit decision in Norway. We distinguish between decisions to move between public schools within school districts, to another school district in the same labor market region, across labor market regions, and whether to leave public schools. The results indicate that the quit propensity to all four destinations is negatively related to student performance. The result is qualitatively independent of whether student performance is measured by examination results or teacher graduation. (Contains 7 tables, 1 figure and 25 notes.)

Highlights: [•] We investigate whether observed gender gaps in achievement are related to evaluation schemes. [•] We find that teacher grading compared to central exit exams favors girls. [•] This result cannot be explained by the competitiveness of the testing environment. [•] The gender grading gap is related to teacher characteristics. [•] Teacher–student interaction during coursework seems to favor girls in the teacher grading. [ABSTRACT FROM AUTHOR]