Should a Master's Degree Be Required of All Teachers?

Abstract

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.

Teachers Unions and Dual Enrollment Policy in Collective Bargaining Agreements

“…Additionally, earning a graduate degree in a content area is complicated for myriad reasons (Knapp et al, 1990). Teachers might seek out online programs, which are limited.…”

A pós-graduação de professores da educação básica: uma revisão de literatura

“…Outra perspectiva importante ao se analisar as políticas de formação pós-graduada de professores diz respeito ao custo-benefício envolvido. É preciso levar em consideração que a exigência de pós-graduação para 50% dos professores da educação básica acarreta custos para o Estado, em termos de oferta de programas (nas áreas de conhecimento necessárias, nas localidades necessárias, nos horários convenientes) e de custos financeiros propriamente ditos -com bolsas de estudo e licenças para os professores, por exemplo (Knapp et al, 1990). Esses custos precisam ser avaliados em relação aos benefícios que podem trazer à qualidade da educação.…”

An Issue for the 1990s: The Efficacy of the Required Master's Degree

“…It is recommended that states offer adequate and equitable salary incentives to teachers with a master's degree and that they institute policies that allow beginning teachers with a bachelor's degree to receive provisional certification but require a master's degree after a specified number of years for permanent certification. Knapp, McNergney, Herbert, and York (1990) argued that their cost/benefit analysis does not warrant implementation of a state policy requiring a master's degree for career teachers. In this article, I contend that the master's degree will be a requirement for teaching by the end of this decade and that cost/benefit calculations will have little bearing on whether states implement such a policy, although cost/benefits may affect its timing.…”

“…Each of these expectations is examined below with regard to teaching and the master's degree. Efficacy Knapp et al (1990) briefly reviewed the relationship of the master's degree to student achievement and concluded that they are weakly related. Additional information on this relationship is now available.…”

“…A weak relationship between the master's degree and student achievement may justify the decision to require the master's degree, if the costs of such a decision are small or if the social and political context warrants it. Knapp et al (1990) argued that the economic costs are high, but I contend that the social and political context will soon demand the master's degree for career teachers. If weak master's programs suddenly proliferate in response to state policies requiring teachers to earn the master's degree, even the weak relationship obtained in the Colorado studies may not emerge in future studies.…”