Here we take the baseline data as the starting point and find that 64% of the Korean candidates would 'pass' the 447 TOEIC exit criterion (Table 2k). When we model in the effect of teachers having any MA/M.Ed. degree, we notice virtually no change in the pass rate. This implies that unspecified MA/M.Ed. degrees do not translate to more effective
In contrast, there is a slight increase in the pass rate instruction or gain on the TOEIC. when teachers have a TESL certification (but not necessarily any MA/M.Ed. degree). This outcome corroborates the earlier (Table 1k) observed teacher qualification effect.