Current teacher certification tests are simplistic, multiple-choice, and context free. They quiz knowledge of terms and laws rather than proving comprehensive understanding of educational theory and practice. Such tests are effective neither in selecting good teachers nor in establishing a broad and realistic professional knowledge base. (LHW)

The authors of this report, education researchers and reformers, value both the promise and possibilities of the No Child Left Behind Act (NCLB), with its mandate that states ensure a "highly qualified" teacher for every child in every core academic class. Reports by the Education Trust, the Center for Education Policy, and the Center…

Data about teachers and about the content and methods of teaching are most critical to understanding the conditions of education. Spotty evidence about two recent trends have produced a waft of legislation concerning teacher education, certification, and compensation across the United States. The first consists of data suggesting that the academic…

Responds to an article that claims the National Commission on Teaching and America's future has misinterpreted research data and findings regarding reform of teacher preparation and licensing. The article responds to each charge, examines how the critique misinterprets research findings, and argues for professional teaching standards as a key…

Teacher knowledge and skills make a significant difference in student achievement. This paper discusses recommendations by the National Commission on Teaching on how to ensure that every child has access to high quality teaching; superior teaching in other industrialized countries; unqualified U.S. teachers; variations among states; states and…

In the knowledge-based economy that characterizes the 21st century, most previously industrialized countries are making massive investments in education. The United States ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between White students and non-Asian…

This report explains the growing evidence that investments in teacher knowledge are among the most productive means for increasing student learning. The creation of rigorous professional standards for teachers is one sign of progress in this area. However, new teaching standards will have little import for students, particularly the most…

Sets the context for examining a series of articles that highlight California's work on beginning teacher induction, discussing restructuring to connect teaching and learning, knowledge of student learning, teacher performance expectations, standards of practice, the role of the National Board for Professional Teaching Standards, implications for…

This paper examines Kate Walsh's Abell Foundation report, which purports to prove there is no credible research supporting the use of teacher certification as a regulatory barrier to teaching and argues against reforms that would strengthen incentives to bring qualified teaches to inner city schools. This paper discusses inaccuracies in Walsh's…

This paper offers an overview and analysis of the status of teaching as an occupation and of teacher development in the United States. An opening section describes the development of the industrial-based education model that has been in place for this century and the reform movements that have started in the past two decades. A section on the…