This essay provides a policy analysis and literature review of selected issues in teacher quality and selection. The first section discusses developments in: (1) teacher quality; (2) quality and selection of minority group teachers; (3) the validity of the National Teacher Examination (NTE); (4) state certification; (5) local eligibility requirements; (6) competency-based teacher education and certification; (7) competency testing; and (8) local efforts to reform teacher selection criteria. In the second section of the essay, studies that pertain to the relationships among teacher presage variables and desirable student outcomes are discussed. Teacher presage variables are defined as characteristics that teachers possess before they enter the classroom, including NTE scores, college grades, years of experience and certification, race, and personality traits. A conclusion summarizes findings in these areas. A list of 75 references is appended. (FG)