Teacher Quality: Beyond No Child Left Behind. A Response to Kaplan and Owings (2002)

Because there is no overall teacher shortage, but rather specific subject area shortages and an adverse selection and allocation problem, the No Child Left Behind Act's requirement that all teachers be "highly qualified " is important and attainable. To improve teacher quality, princi...

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Bibliographic Details
Published in:NASSP bulletin 2003-06, Vol.87 (635), p.65-76
Main Authors: Rotherham, Andrew J., Mead, Sara
Format: Article
Language:English
Subjects:
Academic Achievement
Administrator Role
Class Size
Educational Change
Educational Legislation
Elementary Secondary Education
Federal Legislation
Graduation Requirements
Language Skills
Legislation
Longitudinal Studies
Mathematics
National Competency Tests
National Surveys
No Child Left Behind Act 2001
Performance standards
Personnel Selection
Politics of Education
Principals
Secondary Schools
Teacher Certification
Teacher Education
Teacher Effectiveness
Teacher Salaries
Teacher Shortage
Teachers
Teaching Experience
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Summary:Because there is no overall teacher shortage, but rather specific subject area shortages and an adverse selection and allocation problem, the No Child Left Behind Act's requirement that all teachers be "highly qualified " is important and attainable. To improve teacher quality, principals should be given more flexibility and control over teacher hiring and compensation.
ISSN:0192-6365
1930-1405
DOI:10.1177/019263650308763506