Long-term Trends in Teacher Academic Achievement
This study takes a fresh look at the long-term trends in teachers’ Scholastic Achievement Test (SAT) scores using 30 years of data from New York state. Previous research on the long-term trends in teacher academic achievement focuses on score differences between prospective teachers and prospective professionals in other industries. Due to data limitations, this previous research has only been able to examine the long-term trends of individuals who are interested in teaching, many of whom may never enter the classroom. Analyzing SAT scores and New York state administrative data on teacher certification and classroom assignments, the current study evaluates distributional differences in SAT scores for individuals who indicate an interest in an education major, apply for teacher certification, and enter the classroom.