TeacherQualityIssuesintheElementaryandSecondary.pdfVIP

Teacher Quality Issues in the Elementary and Secondary Education Act Jeffrey J. Kuenzi Specialist in Education Policy December 10, 2012 Congressional Research Service 7-5700 R42127 CRS Report for Congress Prepared for Members and Committees of Congress Teacher Quality Issues in the Elementary and Secondary Education Act Summary One of the major goals of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB, P.L. 107-110), is to raise the achievement of students who currently fail to meet grade-level proficiency standards. Because student achievement is widely believed to depend largely on the quality of instruction, the law also contains provisions designed to improve teacher quality. These provisions establish professional credentials for teachers and charge states and school districts with developing plans to improve teacher quality. According to the law, these plans must ensure that all core subject- matter courses are taught by a highly qualified teacher and that poor and minority students have equal access to quality instruction. To be deemed highly qualified, NCLB requires that teachers possess a baccalaureate degree and a state teaching certificate, and that teachers also demonstrate subject-matter knowledge for their teaching level. Elementary school teachers must show knowledge of basic elementary school curricular areas. Middle and secondary school teachers must demonstrate a high level of c