by Dan Goldhaber, Joe Walch
November 07, 2013
Over the past 20 years, there has been a strong policy push toward getting smarter people into the teacher workforce. So how has the academic caliber of new teachers changed over the last two decades? Has the policy emphasis on teacher quality led more academically talented people into the teacher workforce, or have accountability reforms driven talent away? Our conclusions are generally encouraging, although they come with caveats. We find that teacher applicants and new teachers in recent years have significantly higher SAT scores than their counterparts in the mid-1990s.