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The Progress of Education Reform: Evaluating Teacher Effectiveness PDF - This issue highlights recent research that attempts to explore the relationship between traditionally accepted measures of teacher quality – teacher certification and in-class performance – and teacher effectiveness as assessed through student academic performance. It also includes links to additional resources on teacher quality and teacher evaluation methods.(Tricia Coulter, Education Commission of the States, October 2007)...

Eight Questions on Teacher Licensure and Certification: What Does the Research Say? - This report presents findings from an extensive review of empirical research on the effectiveness of current approaches to licensing and certifying teachers. The research review focused on eight questions – and several sub-questions – that are of particular interest and concern to policy and education leaders. Also available online is a summary of the findings. (Education Commission of the States, December 2005)...

Alternative Certification MS Word PDF - The limited amount of research on whether alternative certification programs are equal, better or worse than traditional programs is inconclusive. What does seem apparent, however, is that alternative certification programs have the ability to recruit and deliver more minority, male and older teachers into urban and rural areas. With federal programs providing increasing support and oversight, and organizations such as NCATE accrediting community college programs, alternative certification programs are not only evolving, but also gaining wider acceptance. (Marga Mikulecky, Gina Shkodriani and Abby Wilner, Education Commission of the States, December 2004)...

Multi-tiered, Performance-based Licensure: Four State Profiles MS Word - This policy brief summarizes the tiered teacher licensure systems of four states: Arkansas, Connecticut, Kentucky and Wisconsin. It examines the key components of each state’s system and presents a side-by-side analysis for easy comparisons. It also includes lessons these states have learned as they implemented their systems, and concludes with some thoughts on the strengths and weaknesses of the systems profiled. (Twanna LaTrice Hill and Terry Dozier, Education Commission of the States, March 2003)...

Everyone's Doing it, But What Does Teacher Testing Tell Us About Teacher Effectiveness? - This paper explores the relationship between teacher testing and teacher effectiveness using a unique dataset from North Carolina that links teachers to their individual students. The report finds a small positive relationship between teacher licensure tests and student achievement. The findings also suggest that states face significant tradeoffs when they require particular performance levels as a precondition to becoming a teacher, as "some teachers whom we might wish were not in the teacher workforce based on their contribution toward student achievement are eligible to teach based on their performance on these tests, while other individuals who would be effective teachers are ineligible." (Dan Goldhaber, Center for Reinventing Public Education, April 2006) ...

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness - This study examines whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. The paper also examines the effectiveness of Teach for America (TFA) candidates. The report finds that certified teachers consistently produce significantly stronger student achievement gains than do uncertified teachers, a finding that also applies to uncertified TFA teachers. (Linda Darling-Hammond, Deborah J. Holtzman, Su Jin Gatlin and Julian Vasquez Heilig, Stanford University, 2005)...

National Board Certification Successfully Identifies Effective Teachers - This two-page brief summarizes the findings of a study on the effectiveness of National Board for Professional Teaching Standards (NBPTS) certification in identifying teachers who raise student achievement. Findings include: National Board Certified Teachers (1) are more effective at raising student achievement than teachers who pursue, but fail to obtain NBPTS certification; (2) are more effective at raising student achievement – outside of the year in which they apply – than teachers who do not pursue NBPTS certification; and (3) have a greater impact with younger and low-income students. Questions on the cost effectiveness of NBPTS certification have yet to be resolved. The full report also is available online. (Dan Goldhaber and Emily Anthony, Center on Reinventing Public Education, March 2004)...

The Secretary's Third Annual Report on Teacher Quality - This is the third report to Congress on the state of teacher quality nationwide. Chapter One deals with this challenge within recently enacted provisions. Chapter Two details activities the Department of Education and other organizations have undertaken over the last year to support the raising of academic standards for teachers, while at the same time reducing unnecessary barriers to teaching. Chapter Three provides a snapshot of state progress in dealing with the teacher quality challenge, and Chapter Four concludes the report with a description of forthcoming teacher quality-related initiatives at the Department designed to assist states in meeting the NCLB requirement that all teachers of core academic subjects are highly qualified. (U.S. Department of Education, July 2004)...

The Early Childhood Challenge: Preparing High-Quality Teachers for a Changing Society - This white paper from the American Association of Colleges for Teacher Education (AACTE) examines the current system of training preschool and Head Start teachers by comparing early childhood education teacher’s pay, education levels and training standards against K-12 teachers. The early childhood teachers were lower in each category. AACTE also identified the needs and challenges that will face every aspect of early childhood teacher preparation in the future and provided recommendations, including credentialing all early childhood teachers and staff, increasing early childhood education pay to K-12 levels, and developing teacher education curriculum and standards. (AACTE, June 2004)...

Teacher Preparation, Licensure and Recruitment - This issue of Policy Statement makes the case that the specialized middle grades teacher preparation and licensure recommended by various education organizations are needed to guarantee excellent instruction for early adolescent students. It suggests steps to ensure quality teaching at the middle grades level and proposes essential components of middle grades teacher preparation programs. (The National Forum to Accelerate Middle-Grades Reform, Issue 2, April 2002)...

Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987-88 to 1999-2000 - This report by the National Center for Education Statistics (NCES) explores out-of-field teaching in America's public schools. The report finds that teachers who teach in the middle grades are less likely to have recognized credentials than their contemporaries teaching in high school. (Marilyn McMillen Seastrom, Kerry J. Gruber, Robin Henke, Daniel J. McGrath and Benjamin A. Cohen, NCES, May 2002)...

Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality - This book reports the work and findings of the National Academy of Sciences panel, the Committee on Assessment and Teacher Quality. The committee was asked to examine the appropriateness and technical quality of teacher licensure tests currently in use, the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and alternatives for developing and assessing beginning teacher competence. (Karen J. Mitchell, David Z. Robinson, Barbara S. Plake and Kaeli T. Knowles, editors, National Academy Press, 2001)....


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