School factors are not important: evidence from classroom separation studies
www.emilkirkegaard.com
People commonly ascribe large effects to having this or that teacher, or this or that classmate. They usually cite some anecdotes from their personal lives for this, but large sample size, systematic data are strongly negative on the idea. This means that to the extent one can measure things, teachers are largely interchangeable in terms of these traits. If the pattern holds up generally, it would suggest that trying to move talent into teaching profession is a bad idea; we should instead actively discourage talented people from going into teaching and let it be done by mediocre people. The talented people should instead go into fields that produce meaningful returns to talent, such as technology-heavy fields.
School factors are not important: evidence from classroom separation studies
School factors are not important: evidence…
School factors are not important: evidence from classroom separation studies
People commonly ascribe large effects to having this or that teacher, or this or that classmate. They usually cite some anecdotes from their personal lives for this, but large sample size, systematic data are strongly negative on the idea. This means that to the extent one can measure things, teachers are largely interchangeable in terms of these traits. If the pattern holds up generally, it would suggest that trying to move talent into teaching profession is a bad idea; we should instead actively discourage talented people from going into teaching and let it be done by mediocre people. The talented people should instead go into fields that produce meaningful returns to talent, such as technology-heavy fields.