Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving
From Section:
Theories & Approaches
Authors:
Lankford Hamilton, Loeb Susanna, McEachin Andrew, Miller Luke C., Wyckoff James
Countries:
USA
Published:
Dec. 01, 2014

Source: Educational Researcher, 43(9), December 2014, p. 444-453.

This article analyzes 25 years of data on the academic ability of teachers in New York State.
It documents that since 1999 the academic ability of both individuals certified and those entering teaching has steadily increased.

These gains are widespread and have resulted in a substantial narrowing of the differences in teacher academic ability between high- and low-poverty schools and between White and minority teachers.
The authors interpret these gains as evidence that the status of teaching is improving.

Updated: Dec. 18, 2019
Keywords:
Accountability | Disadvantaged environment | Education policies | Educational change | Longitudinal studies | Minorities | Teacher certification | Teacher effectiveness | Teacher improvement | Teaching as a profession
Link to Item: http://education.eng.macam.ac.il/article/3704