There is a new Best Evidence in Brief and one study mentioned in this newsletter will surprise many but it’s in fact not that big news for people familiar with e.g. the “curse of knowledge”.
A recent working paper from CALDER uses longitudinal administrative data on teachers and students from North Carolina to examine whether a teacher having a Master’s degree has an impact on their students’ outcomes.
The authors used data on students and teachers from 2005 to 2011, including students’ demographic and achievement data. The study concludes that teachers with Master’s degrees are no more effective than those without. The only consistently positive effect of attaining a Master’s degree was found to be lower student-absentee rates in middle school.