Tag Archives: New York Times

Welcome to the Profit of Education website. Continuing the conversation begun in the book Profit of Education, we discuss the latest economic evidence on education reform.

Way beyond bake sales

Last month the New York Times reported that some PTAs at well-off New York City schools raise million dollar plus supplements to the school budget. Schools in poor and moderate income areas of New York have to do without such … Continue reading

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Education and inequality – a vicious circle

We all know that differences in education lead to big differences in income. A recent New York Times article by Sabrina Tavernise argues that differences in income lead to differences in educational outcomes. That’s always been true, but what Tavernise argues is … Continue reading

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Compulsory schooling until 18

In his state of the union address, President Obama suggested that all states raise the minimum school leaving age to 18. Education is a good thing, but it’s hard for an economist not to be suspicious that those students who … Continue reading

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Pay teachers more

Nicholas Kristof sure hit the nail on the head in yesterday’s New York Times. He reminds everyone that the central issue in school reform is paying teachers more. Here’s Kristof’s closing paragraph. Teaching is unusual among the professions in that … Continue reading

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Master’s degrees

Did you see the new AP story, “Economists want to stop teachers’ degree bonuses,” by Donna Gordon Blankinship, or the related New York Times story about Bill Gates recent speech? Here’s the AP lead. Every year, American schools pay more than … Continue reading

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3 Responses to Master’s degrees

  1. Julia D. says:

    Having attended a graduate school of Education and also taught some of the courses, I can see why this is the case. Some teachers see a lot of professional development as something they just have to do or be present at in order to get paid more. If teachers were paid based on merit (results), they would have more incentive to seek out professional development that actually helps them do a better job, and to get something out of every class they attend. Just being present at any old classes is not going to do the trick or motivate tired teachers to do their best.

  2. Maurice says:

    Yes, that is surprising. I suspect that the analysis does not focus very well. On one end, there are numerous measures of teacher success that are not reflected by the students’ standardized test scores or college matriculation rates that are usually offered as evidence. On the other, do the data show that teachers who receive degrees from a rigorous program in an accredited school of education fare no better? There is world of difference between that and someone piling up credits, and it is too bad that the profession has cheapened itself by treating credit-hour thresholds on par with degrees involving reading, research, and critical thinking.

    • dstartz says:

      I don’t know of any studies that differentiate among programs offering master’s degrees. We’d be ever so much better off if the good programs were identified by independently produced evidence.

      NCTQ does have reports on ed schools in several states at http://www.nctq.org/p/edschools/.

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