Teacher quality research and the study of teacher effects received renewed attention and emphasis with Sanders and Rivers' (1996) startling finding that teacher effects are both additive and cumulative, persisting up to an estimated two years after the student has left the teacher's classroom. Sanders and Rivers estimated that a student receiving regular assignments (even by chance) to more effective teachers resulted in differential impact on math achievement by as much as 50 percentile points. Although these findings have undergone subsequent criticism and dispute, they serve to underscore the importance of teaching quality on student learning. This Evidence Based Education (EBE) Request seeks to provide an overview of recent research regarding teacher quality with special concentration on the teacher effects literature. Particular emphasis has been placed on more recent research (post-2005, with some exceptions) and more quantitative studies. Some parameters were required since this literature is quite extensive. Advances in both the availability of administrative data sets and in analytical techniques have substantially transformed the research in teacher quality over the past fifteen years, providing a level of accuracy and insight previously not always attainable. The response is divided into eight main sections in an attempt to provide a broad survey of the current state of the literature: (1) Accountability/Evaluation, (2) Certification/Licensure, Degree Level/Content Knowledge, & Experience, (3) Incentive/Merit/Performance Pay, (4) Professional Development, (5) Recruitment/Retention/Turnover, (6) Guide to the Literature & Research, (7) Additional Resources, and (8) Bibliography/References. All subheadings and discussions are relative to teacher quality/teacher effects. (Contains 9 footnotes.)