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ERIC Number: EJ775064
Record Type: Journal
Publication Date: 2007-Sep-5
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0277-4232
Holes Found in U.S. Rules on Teachers
Viadero, Debra
Education Week, v27 n2 p1, 12 Sep 2007
New reports looking at how the teacher-quality provisions of the No Child Left Behind Act are playing out in the nation's classrooms suggest that, while compliance with the 5 1/2-year-old federal law is widespread, problems and inequities persist and, in the end, labeling a teacher "highly qualified" is no guarantee of effectiveness. According to the Center on Education Policy and the Washington-based American Institutes for Research and the RAND Corporation reports, states were still having some problems in developing the data systems they needed to accurately determine teachers' job qualifications and report to parents when their children were being taught by teachers who fell short of that mark. Despite the seemingly widespread attempts to follow the law, the two reports and the Education Department's figures found that highly qualified teachers were harder to find in some categories and settings than in others. The studies also found that definitions of "highly qualified" differ broadly across states. One result of the state-to-state variation was that "highly qualified" often meant something different in schools where a high percentage of students were poor than it did in better-off schools.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001