This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and…

In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA's key role in developing and connecting…

The purpose of this qualitative, phenomenological research study was to explore the effectiveness of programs and strategies used to recruit and retain highly qualified teachers in accordance with the No Child Left Behind Act (2001) from the perspective of highly qualified teachers in a rural school district in Central Virginia. The data…

This hearing of the Committee on Health, Education, Labor, and Pensions examines fixing No Child Left Behind, focusing on supporting teachers and school leaders. Following an opening statement by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions), the following senators provide statements: (1) Honorable Patty…

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) Halfway Point: Obama Administration Approves Seven More States for NCLB Waivers Bringing Total to Twenty-Six; Iowa…

The concept of "teacher quality" has undergone a profound transformation in the last decade. Through the late 1990s, most policymakers assumed that educator effectiveness was immeasurable and that our only hopes to increase it were tied to classroom experience and academic credentials. Yet since 2001, through a series of notable research…

The fact that well-qualified teachers are inequitably distributed to students in the United States has received growing public attention. By every measure of qualifications--certification, subject matter background, pedagogical training, selectivity of college attended, test scores, or experience--less-qualified teachers tend to be found in…

Teacher quality is the most crucial component in promoting student learning. For all the controversy about No Child Left Behind, one underlying emphasis of the federal law that is irrefutable is the importance placed on teacher quality. Therefore, a school organization committed to excellence must recruit and select outstanding teachers. The Obama…

Guest editors Gail Boldt and William Ayers have asked 14 leading educators to address the politics of the teacher accountability movement in America. Who benefits and who is hurt? What is gained and what is lost? How can we move forward with a more hopeful and inclusive vision of our educational future? All of the contributors are motivated by an…

The past two decades have witnessed numerous efforts to enhance educational professionalism, such as more stringent requirements for entry, increased autonomy, and higher pay. Yet, these types of initiatives typically target aspects of the profession external to the work of teaching. In this article, I expand the view of professionalism implicit…

A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the…

A new report by the National Comprehensive Center for Teacher Quality (TQ Center) highlights efforts across the nation to address a key point in the No Child Left Behind law and the American Recovery and Reinvestment Act (ARRA)--the equitable distribution of high-quality teachers across all schools. Research consistently has pointed to effective…

Leaders in a handful of school districts are pondering the idea of "front-loading" teacher compensation by paying novices more than they would typically earn under traditional salary schedules. Boosting new teachers' salaries, officials in Denver, the District of Columbia, and New York City contend, would increase the applicant pool and…

The demands of No Child Left Behind (NCLB) increase each year, requiring all students to be proficient in all subjects by 2014. Due to NCLB legislation, schools sense additional pressure to meet national and state standards. This legislation not only expanded the role of the federal government, but it also increased the pressure on schools to…

This literature review seeks to find if the No Child Left Behind Act (NCLB) of 2001 has produced more qualified teachers since before its enactment. The impact of the NCLB on student achievement and teacher quality needs have been examined since there have been 10 years after the law was enacted. Only 11% reported that the NCLB highly qualified…