Teacher talent is squarely at the frontier of education reform. This week, The New Teacher Project issued a report that scrutinized teacher retention practices, finding that many top-shelf teachers—especially those in poorer schools where the need for effective teachers is the greatest—leave to teach in better schools, or leave the profession altogether.
In 2010, McKinsey & Company, a global consulting firm, published a blistering report of America’s teaching profession. McKinsey found that, in comparison to countries with high-flying education systems, America has a woeful teacher workforce: too many American teachers come from the bottom of their graduating college class, while too few top-performing college students consider teaching—much less enter the profession.
With these teacher quality issues in mind, I wanted to see how future grad-school education students fared on their GREs, the grad-school admissions exam. Educational Testing Service (ETS) administers the GRE, and in its summary statistics report, ETS breaks down test results by the test-taker's intended major—with education as a possible selection.
How did America’s future educators fare? Consider figure 1 which compares the average GRE score by intended grad-school major across two exam sections: quantitative (math) and verbal. On the left, education majors rank dead last in average quantitative score, even behind mathematically-challenged English and philosophy majors (they’re part of the humanities category). On the right side of figure 1, we observe that education majors rank in a tie for third-to-last in verbal score, falling well behind their peers in the humanities and social sciences....