ERIC Number: EJ707116
Record Type: Journal
Publication Date: 2004
Reference Count: 12
Teacher Quality, Controversy, and NCLB
Clearing House, v78 n1 p26 Sep-Oct 2004
No Child Left Behind (NCLB)--the sweeping federal law that requires all schools that receive federal Title I dollars to be held strictly accountable for student outcomes--is the most discussed education reform effort in the past half century. One of the many controversial and vexing elements of the law, especially among teachers, teacher unions, and other school officials is the "highly qualified teacher" provision, which uses the lever of federal education dollars to force states to raise teacher standards. In this article, the author explores the controversy surrounding this effort with a specific focus on how the pursuit of teaching quality in NCLB has simultaneously tapped into the longstanding resistance to blaming teachers for their students' lack of progress, the debate over the importance of content knowledge or pedagogy to teacher quality, and the fight over federal influence on state and local education systems.
Descriptors: Federal Legislation, Teacher Effectiveness, Knowledge Base for Teaching, Educational Change, Academic Achievement, Low Achievement
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001