The authors present six strategies that constitute a comprehensive approach appropriate for federal teacher policy. These strategies are designed to reform policy in accountability, teacher recruitment, teacher education and development, teacher qualifications, pay incentives, and policy management.

Federal policy directed to teaching and teachers is the subject of this review, which is organized around: (1) recruitment; (2) training; (3) accountability; (4) incentives; (5) qualifications; (6) class size reduction; (teacher working conditions; and (8) human resource management and the overall coordination of teacher policy. For each theme,…

Discusses the need for a national teacher supply policy to meet the requirement of the No Child Left Behind Act that there be a highly qualified teacher in all classrooms. Programs for teacher supply should be modeled on medical manpower efforts. Describes some successful strategies. (SLD)

Highlights evidence concerning teacher preparation and recruitment, including academic ability, entry and retention in teaching, mismatched supply and demand, inadequate rewards, quality, and controversy in teacher education programs and approaches to reform. (SK)

In this article we address the "highly qualified teacher" provisions of the No Child Left Behind (NCLB) Act of 2001. We argue that the provisions' intent is important and achievable, and we outline critical research on the issue of which teacher qualifications matter for student learning. Three questions frame the discussion: Does…

A report is given of the work of the National Board for Professional Teaching Standards and the implications of introducing a new status--the board-certified teacher--into the educational system. The newly formed board will sponsor the development of procedures for the voluntary certification of teachers to a standard of advanced competence--a…

This exploration of the teaching profession, the institutionalization of teacher education, and the relationship between knowledge and practice in teaching argues that a set of latent contradictions (including quantity versus quality and excellence versus equity) and defensive reactions to these contradictions darkens the prospects of teaching…

Reviews "Who Will Teach? Policies That Matter" (Richard J. Murnane, Judith D. Singer, John Willett, James J. Kemple, and Randall J. Olsen), a book on teacher workforce policy issues. The book uses labor market analyses and economic tools to effectively address some issues but overlooks others of equal importance. (JB)