The basic thesis here makes perfect sense, but has one stopped to think that the educational attainment of an Ivy League student isn’t actually high enough compared to a student at a typical school to make a difference? Diminishing returns are a thing in education, which is why what a Harvard English major really needs is an economics degree and a slap upside the head.
Jack Schneider suggests no:
It is not unreasonable to think that if a teacher with a B average from a good college is sufficient, a teacher with an A average from the Ivy League must be better. Yet that isn’t the case. Consider the content of an average standardized test for seventh-grade math and then check out the senior thesis of a Harvard math major. The two documents are worlds apart. In short, the academic backgrounds of teachers matter; but only up to a point. As research indicates, beyond a certain threshold level of content mastery, there is little return to student achievement. And additional research indicates that higher-prestige colleges do not produce markedly more effective teachers.
On the whole, then, we might conclude not only that American teachers are generally well prepared academically, but also that recruiting a more selective slice of the public into classrooms may be…
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