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ERIC Number: ED506717
Record Type: Non-Journal
Publication Date: 2007
Pages: 130
Abstractor: ERIC
Reference Count: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Texas State Summary
National Council on Teacher Quality
The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Texas edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers could make improvements to benefit both students and teachers. This policy evaluation is broken down into six areas that include a total of 27 goals. Broadly, these goals examine the impact of state policy on the preparation, certification, licensure, compensation and effectiveness of teachers across the elementary, secondary and special education spectra. Texas' progress toward meeting these goals is summarized. Overall, Texas has done a good job in meeting some of NCTQ's goals, but there is still room for improvement in several areas. Texas completely missed four goals, met a small portion of nine, partially met four, nearly met four and fully met six--including one best practice designation. Texas' best performance is in Area 2, "Teacher Licensure." The state has the most work to do in Area 4, "State Approval of Teacher Preparation Programs." Texas stands out for the clarity and specificity of its professional knowledge standards for teachers. They are among the best in the nation, and Texas earns a best practice designation for this policy. While Texas is commended for its wide usage of alternate routes to certification, its routes fall short because of low admissions standards, insufficient support for new teachers and excessive coursework requirements. The state should consider requiring preparation programs to administer a basic skills test as a criterion for admission and base its approval of programs on measures that focus on the quality of the teachers they produce. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goal are appended. (Contains 72 figures.) [Additional funding for this first edition of the "State Teacher Policy Yearbook" was provided by the Achelis Foundation, Bodman Foundation, Daniel's Fund, Fisher Family Foundation, Gleason Foundation, and The Teaching Commission. This state report is part of NCTQ's State Teacher Policy Yearbook series. For the national summary, see ED506661.]
National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: Joyce Foundation; Ewing Marion Kauffman Foundation; Koret Foundation; Lynde and Harry Bradley Foundation; Martha Holden Jennings Foundation; Milken Family Foundation; Thomas B. Fordham Foundation
Authoring Institution: National Council on Teacher Quality
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001