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ERIC Number: ED560686
Record Type: Non-Journal
Publication Date: 2014-Nov
Pages: 59
Abstractor: As Provided
Reference Count: 41
Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving. Working Paper 124
Lankford, Hamilton; Loeb, Susanna; McEachin, Andrew; Miller, Luke C.; Wyckoff, James
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
The relatively low status of teaching as a profession is often given as a factor contributing to the difficulty of recruiting teachers, the middling performance of American students on international assessments, and the well-documented decline in the relative academic ability of teachers through the 1990s. Since the turn of the 21st century, however, a number of federal, state, and local teacher accountability policies have been implemented toward improving teacher quality over the objections of some who argue the policies will decrease quality. In this paper we analyze 25 years of data on the academic ability of teachers in New York State and document 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. We interpret these gains as evidence that the status of teaching is improving. The following is appended: Supplemental Material.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: New York
Identifiers - Assessments and Surveys: SAT (College Admission Test)
IES Funded: Yes
Grant or Contract Numbers: R305A060018; R305B100009