Graduate Degree Attainment in the Teacher Workforce: Patterns and Evidence of Impact
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| Title: | Graduate Degree Attainment in the Teacher Workforce: Patterns and Evidence of Impact |
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| Language: | English |
| Authors: | Aaron S. Horn, Olena G. Horner, Midwestern Higher Education Compact (MHEC) |
| Source: | Midwestern Higher Education Compact. 2025. |
| Availability: | Midwestern Higher Education Compact. 1300 South Second Street Suite 130, Minneapolis, MN 55454-1079. Tel: 612-626-8288; Fax: 612-626-8290; e-mail: mhec@mhec.org; Web site: http://www.mhec.org |
| Peer Reviewed: | N |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Attainment, Graduate Study, Teacher Education, Masters Degrees, Outcomes of Education, Teacher Effectiveness |
| Abstract: | Teachers play a critical role in shaping student success, and the attainment of a graduate degree, particularly a master's degree, has been frequently regarded as an indicator of teacher effectiveness. This report examines state trends in teacher graduate degree attainment with an emphasis on master's degrees, highlighting differences by urbanization, school socioeconomic status, and program major. It also examines rates of major-subject congruence; that is, the alignment between a teacher's graduate degree and their classroom teaching assignment. An overview is then provided of research on the effects of graduate education on student and teacher outcomes. Finally, the report presents several options to improve policies and outcomes related to teacher graduate education, including defining policy goals, improving major-subject congruence, strengthening graduate program quality, broadening effectiveness measures, and enhancing data collection. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676409 |
| Database: | ERIC |
| Abstract: | Teachers play a critical role in shaping student success, and the attainment of a graduate degree, particularly a master's degree, has been frequently regarded as an indicator of teacher effectiveness. This report examines state trends in teacher graduate degree attainment with an emphasis on master's degrees, highlighting differences by urbanization, school socioeconomic status, and program major. It also examines rates of major-subject congruence; that is, the alignment between a teacher's graduate degree and their classroom teaching assignment. An overview is then provided of research on the effects of graduate education on student and teacher outcomes. Finally, the report presents several options to improve policies and outcomes related to teacher graduate education, including defining policy goals, improving major-subject congruence, strengthening graduate program quality, broadening effectiveness measures, and enhancing data collection. |
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