Abstract
Paper credentials similar to those found in most college placement files were used to create 12 hypothetical teacher candidates. Contents of these credentials were varied systematically to reflect all combinations of college preparatory institutions (Holmes vs. Traditional), type of educational degree (BA vs. MA), and chronological age of teacher candidate (29 yrs, 49 yrs, or control). For each experimental condition senior high school principals ( n = 360) were selected at random from all public school districts in the United States, assigned at random to a specific experimental condition, and requested to evaluate a hypothetical teacher candidate as if screening for a vacant position in their building. Fixed effect analyses of variance revealed a statistically significant interaction involving type of educational degree × chronological age. Holmes prepared candidates were perceived to be similar to traditional candidates and equally likely to be extended an offer to interview.
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