Is a Master’s in Education Really Worth It? Probably Not

In theory, it should be a good thing for teachers to earn a master’s degree. After all, no one would choose a poorly trained doctor or architect. 

But theory is not always reality. In the case of teachers, research suggests the best way to get better is to actually practice teaching, especially with skilled coaches and mentors, not to sit in a classroom to earn an advanced degree. 

Unfortunately, a flawed theory of teacher development has been baked into a range of state- and district-level policies that encourage or even require teachers to get ever-higher levels of external training. And, instead of working to better understand how to help teachers improve on the job, policymakers continue to rely on credentials to do that work. 

That starts with state control of who gets into the profession, with some states demanding that teachers earn master’s degrees to get or stay in. In California, for example, educators can’t remain in the classroom beyond an initial five-year grace period unless they earn a master’s or become National Board certified.