> This despite the fact that their Economics and Philosophy concentration probably included very little on pedagogy. This is irrelevant since the effects of a

> This despite the fact that their Economics and Philosophy concentration probably included very little on pedagogy. This is irrelevant since the effects of a degree in education on measures of student learning is not reliably distinguishable from zero. Training in pedagogy either doesn’t matter at all or matters very, very little. > This despite the nearly universal (although not necessarily justified) opinion among teachers and administrators that first-year teachers are pretty much useless. That’s a bit harsh but the only reliable correlate of teacher quality I’m aware of is years of experience up to six years. First years probably aren’t “pretty much useless” but you’d prefer more seasoned instructors.