We Shouldn’t Pay Teachers for Master’s Degrees
One of the most consistent findings in education research is that teachers with master’s degrees are no more effective than those without them. This finding has been replicated again and again. Some clever studies have even looked “within teachers” to see if teachers who start teaching without a master’s degree, then get one, improve afterward—they do not.
Paying teachers to get master’s degrees that do not make them more effective is inefficient. Most obviously, it misdirects school district resources—why privilege teachers who get a credential that does not make them better at their jobs when we could use metrics tied to actual performance, or just pay all teachers more? The master’s pay premium also incentivizes teachers to invest tuition money, time, and energy in degrees with no measurable value. And the artificial demand fueled by these policies encourages universities to expand the degree programs themselves. All around, it is a tremendous waste of resources.
A new report released by the National Council on Teacher Quality (NCTQ) describes the current national policy landscape with respect to the master’s degree premium. The report identifies Missouri as one of just 15 states that require districts to pay a master’s degree premium. In fact, we just re-upped the policy in 2024 with Senate Bill 727, which raised minimum teacher pay and maintained a new, higher minimum pay standard for teachers with master’s degrees (and at least 10 years of experience).
The NCTQ report also looked at salary schedules in 140 large districts in the United States, including three in Missouri: Kansas City, Springfield, and St. Louis. All three have large pay premiums for teachers with master’s degrees, especially highly experienced teachers. For example, with 20 or more years of experience the premium exceeds $10,000 annually in all three districts, and it gets as high as $18,600 in Kansas City.
This is a steep price to pay for a credential that has been demonstrated repeatedly to have no connection to classroom effectiveness. It’s time to end this practice.
