Anonymous
09/22/2022 15:14
Subject: VDOE board approves Spotsylvania supt candidate with no Edu experience
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:What exactly does edu degree do, they are liberal bs
The GOP sure hates education. They like their base dumb AF.
Ok, sure, but education degrees are famously worthless, and at this point only exist to give teachers & educrats a salary/career boost. Studies are pretty clear that there is no impact on students' performance from their teacher having had a master's or a PhD in education.
They aren’t “worthless”.
Like I said, the GOP likes the dumb ones.
Sample here: https://www.mhec.org/sites/default/files/resources/teacherprep1_20170301_2.pdf
"States and school districts frequently promote graduate
education as a means of improving teacher effectiveness,
though this approach is not uniformly efficacious. Overall, past
research depicts a complex, poorly understood relationship
between teacher educational attainment and student outcomes
that may vary by such factors as level of schooling, academic
subject, and major-course congruence. Studies reporting non-
significant or negative effects were most common in the context
of reading achievement in K-8 schools. The effects of a teacher
having a master’s degree on math achievement were mixed at
each school level. Two studies indicated that master’s degree
attainment will only yield a positive effect on student math
achievement if the teacher obtains a graduate major in a specific
field (e.g., math). Master’s degree attainment was positively
associated with student achievement in high school science,
but only one study examined this relationship."
It's worth pointing out that studies that show little to negative benefit from higher degrees is generally an admission against interest, and studies that admit this are predominant.
Look, even if you hate the science, most teachers that you talk to will agree that there is precious little, if any, value coming out of their coursework for a master's degree in education, other than the salary bump.
Why are you blabbering on about graduate degrees?
I said that education degrees are not "worthless".
Like I said, the GOP likes the dumb ones.
I keep citing graduate degrees because, for teachers, these graduate degrees are overwhelmingly in education. Do take a look at the study and/or the metanalysis -- this is very interesting material, and, as you make clear, you are a smart person and consequently should readily be able to understand them.
Anonymous
09/20/2022 09:06
Subject: VDOE board approves Spotsylvania supt candidate with no Edu experience
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:What exactly does edu degree do, they are liberal bs
The GOP sure hates education. They like their base dumb AF.
Ok, sure, but education degrees are famously worthless, and at this point only exist to give teachers & educrats a salary/career boost. Studies are pretty clear that there is no impact on students' performance from their teacher having had a master's or a PhD in education.
They aren’t “worthless”.
Like I said, the GOP likes the dumb ones.
Sample here: https://www.mhec.org/sites/default/files/resources/teacherprep1_20170301_2.pdf
"States and school districts frequently promote graduate
education as a means of improving teacher effectiveness,
though this approach is not uniformly efficacious. Overall, past
research depicts a complex, poorly understood relationship
between teacher educational attainment and student outcomes
that may vary by such factors as level of schooling, academic
subject, and major-course congruence. Studies reporting non-
significant or negative effects were most common in the context
of reading achievement in K-8 schools. The effects of a teacher
having a master’s degree on math achievement were mixed at
each school level. Two studies indicated that master’s degree
attainment will only yield a positive effect on student math
achievement if the teacher obtains a graduate major in a specific
field (e.g., math). Master’s degree attainment was positively
associated with student achievement in high school science,
but only one study examined this relationship."
It's worth pointing out that studies that show little to negative benefit from higher degrees is generally an admission against interest, and studies that admit this are predominant.
Look, even if you hate the science, most teachers that you talk to will agree that there is precious little, if any, value coming out of their coursework for a master's degree in education, other than the salary bump.
Why are you blabbering on about graduate degrees?
I said that education degrees are not "worthless".
Like I said, the GOP likes the dumb ones.
Anonymous
09/20/2022 01:29
Subject: Re:VDOE board approves Spotsylvania supt candidate with no Edu experience
Don't trust a survey? Sure, that's fine. Let's look at this enormous sample study that looked at the performance of a very large number of younger elementary school children in North Carolina over the span of a decade.
https://www.nber.org/system/files/working_papers/w12828/w12828.pdf
"Graduate degrees
One of the most counterintuitive findings to emerge from the basic models is the small or negative effects of having a graduate degree. Most of those degrees are master’s degrees that generate higher salaries for teachers. A negative coefficient would suggest that having such a degree is not associated with higher achievement. Thus, if the goal of the salary structure were to provide incentives for teachers to improve their teaching, the higher pay for master’s degrees would appear to be money that is not well spent, except to the extent that the option of getting a master’s degree keeps effective experienced teachers in the profession.
The first step in our supplemental analysis is to disaggregate the degrees by type: master’s, advanced, and Ph.D. As we noted earlier the category of advanced degree generally applies to graduate degrees that do not increase teacher salaries and teachers are not required to report them. The first row of Table 5 replicates the coefficients that emerged for both math and reading from the basic model. The second panel shows the 33 disaggregated results. Emerging most clearly is the relatively large negative effects for advanced degrees and the very small -- and in half the cases not statistically significant -- negative coefficients for master’s degrees. Thus, it appears that the negative effect in the basic model is more attributable to the advanced degrees than to the master’s degrees. The large negative coefficient on the Ph.D variable for math is probably an anomaly given the small number of elementary school teachers with Ph.Ds.
In the third panel we disaggregate the master’s degrees by the period during which the teacher earned the degree. The estimates indicate that the teachers who received their degree prior to entering teaching or any time during the first five years of teachers were no less or no more effective than other teachers in raising student achievement. In contrast, those who earned their master’s degree more than five years after they started teaching appear to be somewhat less effective on average than those who do not have master’s degrees. Whether this negative effect means that those who seek master’s degrees at that stage in their career are less effective teachers in general or whether having a master’s degree makes them less effective cannot be discerned with complete confidence from this analysis. The observation that the earlier master’s degree has no effect, however, suggests that the negative sign is more attributable to who selects into that category than to any negative effect of the degree itself."
https://www.nber.org/system/files/working_papers/w12828/w12828.pdf
"Graduate degrees
One of the most counterintuitive findings to emerge from the basic models is the small or negative effects of having a graduate degree. Most of those degrees are master’s degrees that generate higher salaries for teachers. A negative coefficient would suggest that having such a degree is not associated with higher achievement. Thus, if the goal of the salary structure were to provide incentives for teachers to improve their teaching, the higher pay for master’s degrees would appear to be money that is not well spent, except to the extent that the option of getting a master’s degree keeps effective experienced teachers in the profession.
The first step in our supplemental analysis is to disaggregate the degrees by type: master’s, advanced, and Ph.D. As we noted earlier the category of advanced degree generally applies to graduate degrees that do not increase teacher salaries and teachers are not required to report them. The first row of Table 5 replicates the coefficients that emerged for both math and reading from the basic model. The second panel shows the 33 disaggregated results. Emerging most clearly is the relatively large negative effects for advanced degrees and the very small -- and in half the cases not statistically significant -- negative coefficients for master’s degrees. Thus, it appears that the negative effect in the basic model is more attributable to the advanced degrees than to the master’s degrees. The large negative coefficient on the Ph.D variable for math is probably an anomaly given the small number of elementary school teachers with Ph.Ds.
In the third panel we disaggregate the master’s degrees by the period during which the teacher earned the degree. The estimates indicate that the teachers who received their degree prior to entering teaching or any time during the first five years of teachers were no less or no more effective than other teachers in raising student achievement. In contrast, those who earned their master’s degree more than five years after they started teaching appear to be somewhat less effective on average than those who do not have master’s degrees. Whether this negative effect means that those who seek master’s degrees at that stage in their career are less effective teachers in general or whether having a master’s degree makes them less effective cannot be discerned with complete confidence from this analysis. The observation that the earlier master’s degree has no effect, however, suggests that the negative sign is more attributable to who selects into that category than to any negative effect of the degree itself."