Welcome to the TQ Update, a quarterly newsletter dedicated to providing information and resources on teacher quality related issues.
New Center Publications Back to top.
A growing body of evidence confirms that the QUALITY OF
TEACHING teaching students receive is the single most
influential determinant, outside of home and family
circumstances, of their academic success. Studies show
that, regardless of socioeconomic factors, students who
have effective teachers make significantly more progress
than students with less effective teachers. "A National
Perspective on Five Quality-Teaching Issues" documents some
of the research and implications for state policymakers.
ECS has recently surveyed all 50 states, the territories
and District of Columbia on the steps taken to implement
the "HIGHLY QUALIFIED TEACHER" provisions of the No Child
Left Behind Act. The results will be available in early 2003.
In the meantime, the ECS Teaching Quality Policy Center staff
has compiled "No Child Left Behind and Highly Qualified
Teachers: Three Questions All States Must Ask and Answer."
Names in the News Back to top.
The NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS
(NBPTS) has selected Joseph Aguerrebere Jr. as its new
president. Aguerrebere will depart the Ford Foundation
as deputy director in charge of education grants.
Aguerrebere has been involved in the education profession
for nearly 30 years. Since 1994, he has worked at the Ford
Foundation on a variety of education-related projects,
earning widespread respect in the philanthropic community.
Prior to joining Ford, he was an assistant professor and
professor of graduate education at California State
University. He also served as a director of instructional
services, principal, assistant principal and teacher in
What States Are Doing Back to top.
A recent report, "MISSOURI K-16 Task Force on Achievement
Gap Elimination," focuses almost exclusively on teacher
issues as the key strategy for closing the state's
The Southeast Center for Teaching Quality has released
"Assessing and Supporting New Teachers: Lessons from the
Southeast," which highlights key elements of effective
induction programs, as well as the progress of SOUTHEASTERN
STATES in developing quality induction programs. The
research evidence assembled and the policies and programs
documented provide a wealth of insight and information on
what can be done about the pressing needs of our most
The OHIO Governor's Commission on Teaching Success will
issue recommendations early next year to improve teacher
quality through a better connection between teaching and
other majors. The commission is also studying ways to resolve
teacher shortages in areas such as special education.
Good Reads Back to top.
The ECS Center for Community College Policy is working on
a three-year grant from the U.S. Department of Education to
examine the COMMUNITY COLLEGE ROLE IN TEACHER PREPARATION.
A key component of this work is a 50-state survey addressing
the role of community colleges in teacher recruitment,
education, professional development, collaboration with
four-year institutions, and technology in teacher preparation
and professional development. Survey results will be available
in February through an interactive database on the ECS Web site.
Information about the results also will appear in future issues
of TQ UPDATE.
A new and potentially serious consequence of California's
epidemic of UNCREDENTIALED TEACHERS is emerging: Many students
are failing the high school exit exam needed to graduate in 2004.
A study from the Center for the Future of Teaching and Learning
shows that schools with the lowest passing rates also have the
most underprepared teachers. In contrast, more 10th graders in
high schools with more credentialed teachers passed the exit
exam's math test last year.
For the past two years, the Consortium for Policy Research in
Education has been studying new forms of TEACHER COMPENSATION
that may have the potential to improve teachers' capacity to
teach in ways that result in higher student achievement.
The Pacific Research Institute and the Hoover Institution
have collaborated to produce "TEACHER QUALITY," edited by
Lance T. Izumi and Williamson M. Evers. The chapter authors
have identified various problems in teacher quality and what
must be done to improve teachers' approaches and strategies.
Overall, the papers provide the reader with a portrait of high
standards for teachers, and encourage districts to develop strong
accountability systems for measuring performance, and to reward
teachers who perform and frown on those who do not.
Teaching quality is part of the Teaching Quality and Leadership Institute. The mission of the Institute is to provide resources to help state policymakers shape education policy on finding, keeping and developing highly effective teachers and education leaders.
To read more about Teaching Quality,
visit the ECS Issue Site on Teaching