Who Enters Teaching? Encouraging Evidence that the Status of Teaching is Improving


Who Enters Teaching? Encouraging Evidence that the Status of Teaching is Improving

Issue/Topic: Teaching Quality--Recruitment and Retention
Author(s): Lankford, Hamilton; Loeb, Susanna; McEachin, Andrew; Miller, Luke C.; Wyckoff, James
Organization(s): University of Albany; Stanford University; North Carolina State University; University of Virginia
Publication: Educational Researcher
Published On: 11/1/2014

Background:
There are concerns that the documented declines in academic abilities of new public school teachers between the 1960s and 1990s and the relatively low status of the teaching profession both affect teaching quality and student achievement. Beginning in the 2000s, federal, state, and local policies have been implemented toward improving teacher quality, but New York State began implementing state reforms to strengthen teachers and recruit, train, and retain high-quality teachers in the late 1990s.

Purpose:
To determine if New York State's teacher improvement and recruitment policies, implemented beginning in the 1990s, affected the academic abilities of incoming teachers

Findings/Results:
Results breakdown
Policy Implications/Recommendations:

http://edr.sagepub.com/content/43/9/444.abstract
http://cepa.stanford.edu/sites/default/files/Who%20Enters%20Teaching%202014.11.18.pdf
Research Design:
Analytic sample

Population/Participants/Subjects:
220,332 individuals granted their first New York state teaching certificate and 151,747 newly-hired, entry-level teachers in the state's public schools between 1985 and 2010

Year data is from:
1985-2010

Setting:
State

Data Collection and Analysis:
Analysis of teacher data, including math and reading SAT scores and competitiveness of undergraduate institutions, for newly certified and newly employed teachers in New York state, benchmarked against all New York public high school students who took the SAT between 1979 and 2008

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