ERIC Number: EJ896697
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: N/A
Long-Run Trends in the Quality of Teachers: Evidence and Implications for Policy
Corcoran, Sean P.
Education Finance and Policy, v2 n4 p395-407 Fall 2007
One of the key provisions of the No Child Left Behind Act requires states to ensure that every teacher be "highly qualified." Though the meaning of "highly qualified" remains hotly contested, the legislation's emphasis on teachers is well founded. Nearly all modern research on the subject finds teacher effectiveness to be among the most important school inputs into student achievement. Yet recent literature, including my own work (Corcoran, Evans, and Schwab 2004), finds evidence that the quality of teachers has steadily eroded over time. In particular, the likelihood that a high-aptitude female pursued a career in teaching dropped precipitously between 1960 and 2000. In this article, I summarize these and related findings, review some of the most common explanations for the trend in teacher quality, and discuss policies that have been advanced to attract talented graduates to the teaching profession.
Descriptors: Teaching (Occupation), Teacher Effectiveness, Federal Legislation, Educational Legislation, Educational Policy, Educational Trends, Trend Analysis, Academic Achievement, Females, Elementary Secondary Education, Teachers
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: firstname.lastname@example.org; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001