The feasibility of requiring a master's degree for teachers is explored. Several states that require teachers to obtain a master's degree are identified. Evidence on the impact of a master's degree or advanced study on teaching effectiveness is reviewed to show that the relationship between graduate study and teaching success is modest. The cost of such a proposal in Virginia is esti mated. On the basis of policy considerations, empirical data, and the cost analysis, it is con cluded that a universal master's degree requirement is an inefficient method for improving ele mentary and secondary education.
Get full access to this article
View all access options for this article.
References
1.
Ashton, P., Crocker, L., & Olejnik, S. (1986). Does teacher education make a difference? A literature review and planning study. Tallahassee, FL: Institute on Student Assessment and Evaluation. Florida Department of Education .
2.
Brophy, J.E., & Good, T.L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 328-375). New York: Macmillan.
3.
Commonwealth of Kentucky, Department of Education, Office of Instruction, Division of Education and Certification. (1987 ). Teacher Education Circular #390, Frankfort, KY.
4.
Commonwealth of Massachusetts, Board of Education. (1988). Joint task force on teacher preparation : Implementation plan. Quincy, MA.
5.
Commonwealth of Massachusetts, Board of Regents of Higher Education/Board of Education. (1987). Making teaching a major profession: Recommendations of the joint task force on teacher preparation . Quincy, MA.
6.
Commonwealth of Virginia, Department of Education (1988). The graduate degree of teachers: A research proposal . Attachment #2. Richmond, VA.
7.
Darling-Hammond, L. (1987, January). What constitutes a 'real' shortage of teachers? Education Week, p. 29.
8.
Domas, S.J., & Tiedeman, D.V. (1950). Teacher competence: An annotated bibliographyJournal of Experimental Education, 19(2), 101-217
9.
Dunkin, M.J., & Biddle, B.J. (1974). The study of teaching. New York: Holt, Rinehart, & Winston.
10.
Gage, N.L. (1985). Hard gains in the soft sciences: The case of pedagogy . Bloomington, IN: Phi Delta Kappa's Center on Evaluation, Development, and Research.
11.
Gage, N.L. (1978). The scientific basis of the art of teaching. New York: Teachers College Press.
12.
Hawley, W.D. (1988). The doubtful efficacy of extended teacher preparation programs: An invitation to more basic and less costly reforms. Unpublished manuscript, Peabody College of Vanderbilt University, Nashville.
13.
Holmes Group. (1986). Tomorrow's teachers: A report of the Holmes Group. East Lansing, MI : Author.
14.
Lancelot, W.H., Barr, A.S., Torgerson, T.L., Johnson, C.E., Lyon, V.E., Walvoord, A.C., & Betts, G.L. (1935). The validity of certain instruments employed in the measurement of teaching ability. In H. M. Walker (Ed.), The measurement of teaching efficiency (pp. 73-141) . New York: Macmillan.
15.
McNergney, R.F., Buckley, P.K., Herbert, J.M., Knapp, J.L., York, H.L., & Zabinski, D.J. (1988). Should a master's degree be required of all Virginia teachers?: An examination of the issues. Charlottesville, VA: Commonwealth Center for the Education of Teachers and Center for Public Service.
16.
Medley, D.M. (1977). Teacher competency and teacher effectiveness: A review of process-product research. Washington, DC: American Association of Colleges for Teacher Education.
17.
Murnane, R.J. (1981) . Interpreting the evidence on school effectiveness . Teachers College Record, 83(1), 19-35.
18.
Myton, D.V. (1988). Proceedings from the conference on policy and practical issues in new student teaching programs. Salem, OR: Teaching Standards and Practices.
19.
Richardson, J. (1988, August 18). Virginia praised for revamping teacher degree: Reform hits special ed, panel says. Charlottesville Daily Progress, pp. 97, 231, A1, A12.
20.
Rossmiller, R.A., & Frohreich, L.E. (1986). Research utilization in schools and classrooms: Final report. Madison, WI: Wisconsin Center for Education Research.
21.
Schlechty, P.C., & Vance, V.S. (1983). Recruitment, selection, and retention: The shape of the teaching force. The Elementary School Journal, 83(4), 469-487.
22.
Schlechty, P.C., & Vance, V.S. (1981). Do academically able teachers leave education? The North Carolina case. Phi Delta Kappan, 63(2), 106-112.
23.
State of Arizona, Department of Education, Teacher Certification Unit. (1988). Teacher certification in Arizona (ADE 134-001). Phoenix, AZ: Author .
24.
Turner, R., Camilli, G., Kroc, R., & Hoover, J. (1986). Policy strategies, teacher salary incentive, and student achievement: An explanatory model. Educational Researcher , 15(3), 5-11.
25.
Vance, V.S., & Schlechty, P.C. (1982). The distribution of academic ability in the teaching force: Policy implications. Phi Delta Kappan, 64(1), 22-27.
26.
Virginia Education Association. (1988). Salary schedules for classroom teachers 1987-1988. Richmond, VA: Author.
27.
Wise, E. (1988, May 18). On the 'S3 paradox' in education. Education Week, pp. 24, 36.
