Feb 08, 2011
Teaching quality is recognized as the most powerful school-based factor in student learning. This does not mean, however, that all teachers have powerful effects on student learning. Considerable evidence points to the enormous variation in teaching practice as a fundamental problem in improving high schools. The national policy community recognizes that in order for the United States to compete in a global knowledge economy, the concentration and distribution of effective teachers in secondary schools must be dramatically improved. Fundamental policy questions remain unanswered, however, about what approaches are best to ensure teaching quality. This brief provides several recommendations for federal and state policymakers to support educator development in high schools.