New Research Shows Impact of Masterâ€™s Degree on Teacher Effectiveness
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Across the nation, school districts, administrators, principals and teachers are looking for concrete, substantial ways to measure teacher performance and effectiveness. This quest often includes an ongoing debate about the impact a masterâ€™s degree in education hasâ€”or doesnâ€™t haveâ€”in overall teacher effectiveness.
In a recently released study commissioned by The Richard W. Riley College of Education and Leadership at Walden University and conducted by Arroyo Research Services using the Reading and Language Arts scale scores from the Georgia Criterion Referenced Competency Tests (CRCT), new research of elementary educators in a large suburban Georgia public school system found that:
â€˘ Students whose teachers held a masterâ€™s degree performed better in both reading and language arts than students whose teachers did not hold a masterâ€™s degree.
â€˘ Students of the districtâ€™s elementary school teachers who earned an M.S. in Education (M.S.Ed.) with a specialization in Elementary Reading and Literacy (Grades PreKâ€“6) from Waldenâ€™s Riley College of Education and Leadership outperformed students of teachers who held non-Walden masterâ€™s degrees.
The sample data included test scores from second- through fifth-grade students of more than 4,000 teachers of record for reading for school years 2004â€“2009 as well as more than 205,000 student observations from 2004â€“2010.
Details of the research brief are available at www.WaldenU.edu/outcomes.
Jerry E. Sweitzer
Public Relations Manager