Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving
Bibliographic Data
| ID | 9734455 |
|---|---|
| Authors | Hamilton Lankford (University of Albany, Albany, NY, corresponding author), Susanna Loeb (0000-0003-1854-8843, Stanford University, Stanford, CA), Andrew Mceachin (0000-0002-5113-6616, North Carolina State University, Raleigh, NC), Luke C Miller (0009-0007-2177-3693, University of Virginia, Charlottesville, Va), James Wyckoff (0000-0002-5223-6221, University of Virginia, Charlottesville, Va) |
| Year | 2014 |
| Volume | 43 |
| Issue | 9 |
| Pages | 444-453 |
| Publication date | 2014-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x14563600 |
| OpenAlex | W2108173533 |
| Language | EN |
| Citations received | 26 |
| References cited | 18 |
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 article, 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
Academic achievement · Accountability · Alternative teacher certification · Certification · Economics · Mathematics education · Medical education · Pedagogy · Political science · Poverty · Quality (philosophy · State (computer science · Teacher education · Teacher Quality · Law · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Juxtaposition of being professional and becoming professional
Responding to the De-Professionalisation of Teaching
Changing the Composition of Beginning Teachers
Career choice motivation using behavioral strategies
Linking demographic variables to motivation
Influence of qualifications in initial training on the professional development and motivation of primary teachers in the Balearic Islands
Teaching standards, globalisation, and conceptions of teacher professionalism
Recent Trends in the Characteristics of New Teachers, the Schools in Which They Teach, and Their Turnover Rates
Demography as Destiny
School-to-School Differences in Instructional Practice
Students' teaching career expectations by gender and ability levels in science and math
La reconnaissance des enseignants. Cadres d’intelligibilité, débats et controverses dans la recherche anglo-américaine
Teachers as leaders
On legal literacy and mobilization of students’ rights from a disempowered professional status
Patterns in critical incidents
How Principal Leadership Seems to Affect Early Career Teacher Turnover
From Student to Teacher
Teacher‐makers and teacher‐breakers
Predictive Validity and Impact of Caep Standard 3.2
Who Chooses Teacher Education and Why? Evidence From Germany
Lost to the System? A Descriptive Exploration of Teacher Candidates’ Career Paths
From Interest to Entry
The Rise and Fall of the Teaching Profession
Early Career Outcomes for the “Best and the Brightest”
Are teachers absent more? Examining differences in absence between K-12 teachers and other college-educated workers
Capital Flight
Who will teach?
The Effect of School Resources on Student Achievement
School Accountability
Teacher credentials and student achievement
International Handbook of Research on Teachers and Teaching
Do Alternative Opportunities Matter? The Role of Female Labor Markets in the Decline of Teacher Quality
The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools
Women, the labor market, and the declining relative quality of teachers
Stereotype threat and the intellectual test performance of African Americans
| Unique citing works | 26 |
|---|---|
| Citations per year | 2,36 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 26 |