ERIC Number: ED475772
Record Type: RIE
Publication Date: 2002-Dec
Activities Underway To Improve Teacher Training, but Reporting on These Activities Could Be Enhanced. Report to Congressional Committees.
Ashby, Cornelia M.
This report examines two components of federal legislation to enhance teaching quality by improving the training of prospective teachers and the qualifications of current teachers. One component provides grants, and the other (the accountability provisions) requires collecting and reporting information the quality of teacher training programs and qualifications of current teachers. Data come from surveys of grantees, site visits, interviews with education officials and experts, and review of relevant literature, regulations, and department documents. The Department of Education awarded grants in accordance with legislative requirements, but failed to maintain an effective system for communicating with grantees. Grantees used funds for a range of activities, but their effectiveness is difficult to determine, as is the extent to which grant activities will affect teaching quality. Information collected and reported for the accountability provisions does not accurately portray the quality of teacher training programs and qualifications of teachers. Six appendixes include: objectives, scope, and methodology; overview of teacher quality grants under the Higher Education Act and the No Child Left Behind Act; summary information on grant activities; accountability provision description; comments from the Department of Education; and U.S. Government Accounting Office contacts and staff acknowledgments. (SM)
Descriptors: Accountability, Data Collection, Educational Legislation, Elementary Secondary Education, Federal Legislation, Grants, Higher Education, Preservice Teacher Education, Teacher Competencies, Teacher Qualifications, Teaching Skills
United States General Accounting Office, 441 G Street, N.W., Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: General Accounting Office, Washington, DC.