This would be true if we had any idea what makes a good teacher, or could reliably determine who good teachers are. Neither of those are true. TEACHER QUALITY

This would be true if we had any idea what makes a good teacher, or could reliably determine who good teachers are. Neither of those are true. TEACHER QUALITY https://faculty.smu.edu/millimet/classes/eco7321/papers/hanushek%20rivkin%2001.pdf https://faculty.smu.edu/millimet/classes/eco7321/papers/hanu... > Perhaps most remarkable is the finding that a master’s degree has no systematic relationship to teacher quality as measured by student outcomes. This immediately raises a number of issues for policy, because advanced degrees invariably lead to higher teacher salaries and because advanced degrees are required for full certification in a number of states. Indeed, over half of current teachers in the US have a master’s degree or more. Teacher experience has a more positive relationship with student achievement, but still the overall picture is not that strong. While a majority of the studies finds a positive effect, only a minority of all estimates provides statistically significant results. Even the subset of studies that use a value added approach and information from a single state produce a highly variable set of results (see bottom panel in Table 1). If anything, the value-added estimates within individual states suggest more strongly that experience has an impact, although still only 41% of the estimates are statistically significant. It is quite likely that a number of these studies lack the statistical power necessary to identify precisely the experience effects.