ERIC Number: ED481389
Record Type: RIE
Publication Date: 2001-Nov
Teacher Certification Reconsidered: Stumbling for Quality. A Rejoinder.
This paper asserts that in a response to the Abell Foundation's "Teacher Certification Reconsidered, Stumbling for Quality," Linda Darling-Hammond mounts a considerable effort to discredit the report. It suggests that in doing so, she misrepresents the report's numerous facts and recommendations, shifting the debate off the primary concern of Abell's research: whether there is research which proves that certified teachers produce greater student achievement than do uncertified teachers. The paper also asserts that Darling-Hammond's response cites poor-quality studies. The paper specifically addresses each of Darling-Hammond's charges and assertions, providing a technical analysis that explores what Darling-Hammond referred to as poor quality research. It also looks at Darling-Hammond's analysis of studies, corrects her assertions of errors within the studies, and challenges several general points made by Darling-Hammond (e.g., misrepresentations of conversations with researchers, dismissal of studies simply because they were old, recommendation that states collect verbal ability scores only on prospective teachers who have gone to schools of education, and lack of distinction between teachers who are not certified at all and teachers who are alternatively certified). (SM)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Abell Foundation, Baltimore, MD.
Note: Written with contributing analysis by Michael Podgursky.