Abstract
How do teachers react to a massive arrival of new immigrant students? We combine detailed teacher-level data and student characteristics with an instrumental variable design that exploits the exogenous variation on immigrant students across schools. We show that i) teachers prefer to leave their tenure in response to immigrant students' shocks, ii) tenure length plays a key role on teachers' response, and iii) young and unexperienced teachers are more likely to change to the most proximal school.