Teacher Standards

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

As Secretary of Education from 1993 to 2001, Richard Riley had serious concerns about out-of-field teaching. The practice— which places in core academic classes instructors who have neither certification nor a major in the subject field taught— just didn’t make sense to him.

This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. This article examines the qualifications, student achievement gains, and retention of Math Immersion teachers in New York City compared to New York City mathematics teachers who began their careers through other pathways.

In the face of a growing school-age population, U.S. schools and school districts are struggling to maintain teaching standards while recruiting bright new teachers and retaining their most-effective ones. This literature review represents a comprehensive and critical examination of research published since 1980 on the topic of teacher recruitment and retention in the United States.

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.

This article outlines the challenges to creating productive clinical experiences for prospective teachers, and identifies strategies that have been found successful in confronting these challenges

Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found.

The objective of this study was to investigate the differential effectiveness of teaching methods on students’ academic performance. Using the inferential statistics course, students’ assessment test scores were derived from the internal class test prepared by the lecturer. 

This study examined the academic and demographic profile of the pool of prospective teachers and then explored how this profile is affected by teacher testing.

This study examines teacher preparation programs and how they have ineffectively been preparing teachers in critical areas necessary for effective teaching. The paper establishes ratings of key standards for 608 teacher preparation programs.

NSDC opens the door to professional learning that ensures great teaching for every student every day

The authors use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. This study also evaluates turnover among teachers with different certification status and the impact on student achievement of hiring teachers with predictably high turnover

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This report is based on efforts by the National Center for Education Statistics to collect data on teacher preparation and qualifications using a nationally representative survey of full-time public school teachers whose main teaching assignment is in English/language arts, social studies/social sciences, foreign language, mathematics, or science (or who teach a self-contained classroom).

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This short guide, based on what we have learned from two decades of work on this issue, provides a few ideas on what could be included in a good plan. Our recommendations are grouped into three categories: Analyze, Build, and Create.

This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers. 

The following brief summarizes recent work completed to redesign the certification process for accomplished preK-12 educators.

US President Obama has launched one of the world’s most ambitious education reform agendas. Under the heading “Race to the Top”, this agenda encourages US states to adopt internationally benchmarked standards and assessments that prepare students for success in college and the workplace: recruit, develop, reward, and retain effective teachers and principals. 

Under the 1998 reauthorization of Title II of the Higher Education Act, the secretary of education is required to issue annual reports to Congress on the state of teacher quality nationwide. "Meeting the Highly Qualified Teachers Challenge" is the inaugural report on this important issue.

This policy report provides a look at the decline in the enrollment of American teacher preparation programs, along with potential consequences for schools and the student they serve. 

Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/inquiry as a standard toward which all teachers and students must strive.

This paper pointed out three prominent points of impact in addressing the poor performance of America’s fourth-graders on national examinations of reading proficiency. 

The purpose of this study was to examine the impact of National Board Certified Teachers (NBCTs) on student achievement (depth of student learning), compared to teachers who attempted, but did not receive National Board Certification

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

The authors recommend a shift in focus for TFA from a program of mixed impact to one that makes measureable changes in the quality of education in America. Recommendations for policymakers and districts are provided.

This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification.

Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level

This book describes the research undertaken during the Teaching Competence Project, a two-year research project funded by the Gatsby Charitable Foundation. There were five interlinked studies in the research.