Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving

This working paper from the Calder Center analyzes 25 years of data on the academic ability of teachers in New York State and finds widespread and continuously increasing gains in the academic ability of certified teachers as well as those entering teaching. The report identifies a decrease over time in the gap between academic ability of teachers at high and low poverty schools, and between white and minority teachers.
Calder Center