I am sure a few hundred extra hours teaching stalls would have helped Capt. Marvin.
...or getting stall recovery instructed correctly within the first
15 hours of training, or stalling an airplane inverted/in other funky attitudes, or doing just about anything else besides the PTS recoveries, which, at least until recently, emphasized minimum altitude loss, not getting the airplane flying again. Or if they weren't tired. Or if the shaker/pusher were required in the -8-400 training program. Or if this, or if that.
Public policy scholars write about streams of problems, streams of policies/solutions, and streams of politics. When a problem occurs, and the people see that there is a problem and demand action (the politics part), whichever solution (the policy) is floating in the pool gets attached to that problem, and the problem is declared solved[1]. To be fair, a confluence of all three is not strictly required to have policy changes made, but stuff only really gets done when all three meet.
In the specific case of CJC3407, there was a high-profile problem (airplane crashed and people died; pilots tired, lack of qualification and disclosures of training events, generally cruddy safety practices, and so on) with sufficient public pressure to do
something about it. The solution being offered was the 1500/ATP rule, along with a few other things in H.R. 5900 (see, for instance, the
full bill, which also mandates ASAP, FOQA and SMS implementation by 121 carriers and calls for additional inspection oversight — in all, a pretty good bill). Is it a perfect solution? No. Is it a solution that will fix some things? Absolutely.
An unrelated aside: We also have the tremendous benefit of hindsight bias in analyzing accidents. Which leads to :deadhorse:
None of this shall be construed as arguing
against the benefits of additional time in an airplane of any sort, but the number of hours in a logbook is not the only determining factor in how good or bad an airman is. Experience is but one factor in the total sum of an airman that includes attitudes towards the job, technical knowledge, and the quality and quantity of training received.
[1] See Kingdon, 1984, best summarized here — can't be bothered to repeat it all, but that's the tl;dr version.