To make dramatic improvements in all students' preparation for college and careers, states need thoughtful, intentional human capital strategies that get the right teachers in the right places in the right subjects. The need is especially acute in states that have or plan to adopt college- and career-ready academic standards and graduation requirements: they will need highly effective teachers--particularly in upper-level mathematics and science courses--capable of teaching rigorous content to all students. State policymakers are well aware that the quality of teaching is the most critical school-based factor contributing to student learning, especially for low-income and minority students. The Race to the Top criteria accordingly encourage states to adopt policies to measure the effectiveness of individual teachers and leaders use those measures to inform a range of human capital systems and decisions, ensure an equitable distribution of effective teachers and leaders, and provide high-quality support for educators and principals. If enacted, all of these policies could help a state advance its college and career readiness agenda, since that agenda will require higher and higher levels of teaching quality in order to succeed. But meeting these criteria presents special challenges in the college and career readiness context, especially when it comes to identifying, developing and deploying effective teachers at the high school level. The challenge is particularly great in high school mathematics and science, where research suggests that subject matter expertise is vital for effective teaching. The two sections presented in this paper focus on those special challenges. The first explores what states need to consider in meeting the Race to the Top's teacher effectiveness criteria at the high school level if they are committed to a college- and career-ready agenda. The second asks how states can go beyond RTTT to provide effective instruction in rigorous content to "all" students, regardless of where they go to school. While the Race to the Top criteria also encourage states to focus on improving leadership, the focus here is on high school teachers because of the specific issues teacher effectiveness poses for the college- and career-ready agenda. (Contains 1 table and 24 endnotes.)