Both career-based and position-based public employment traditions are found among high-performing systems. Furthermore, this relationship is stronger across systems in which school-level achievement data are used for accountability practices - e.g. are posted publicly or are tracked over time by an administrative authority. This might suggest that when greater responsibility for teacher selection is devolved to schools, systems are better able to adapt to new circumstances and to growing expectations, and teachers are more committed to students' learning - provided that schools have the right incentives and are held accountable for their outcomes. However, the relationship could also reflect countries' decision to reduce school autonomy if student performance is in decline, or to grant greater autonomy to schools if performance is improving.