No Child Left Behind teacher quality policies, practices, and teacher effectiveness research

The purposes of this study were: (1) to examine whether the No Child Left Behind (NCLB) "highly qualified" teacher policy is consistent with research on teacher effectiveness; (2) to examine policies in 10 selected states that have implemented NCLB teacher quality mandates and the relationship of those policies to research on teacher effectiveness; (3) to examine how Texas and 10 selected states have been impacted by NCLB teacher quality mandates; and (4) to examine the many challenges and issues inherent in elevating teacher quality and meeting the NCLB requirements in Texas and 10 selected states and as revealed in the literature review.; To determine whether the NCLB "highly qualified" teacher policy is consistent with research on teachers, a literature review on teacher effectiveness was conducted. Examination of state policy changes as a result of NCLB mandates in 10 states with the highest student population was conducted within the framework of similarities and differences in programs related to certification, recruitment, retention, and mentoring and induction and whether these changes in policy were related to research on teacher quality. Interviews were conducted with educational leader in Texas and 10 selected state reports were examined to examine how states have been impacted by NCLB mandates and the challenges and issues inherent in elevating teacher quality and meeting the NCLB requirements.; It is a mistake to believe that one or two characteristics such as the emphasis of NCLB on subject matter knowledge can define a teacher as highly qualified. The research revealed that multiple factors are involved and that a combination of attributes, including knowing how to instruct, motivate, manage and assess diverse students, along with strong verbal ability, sound subject matter knowledge, and knowledge of effective teaching methodology, shows the greatest promise for producing teacher quality. State and local districts should be pursuing fully prepared teachers, especially for the neediest students. They are the teachers whose training includes all of the attributes intended by the NCLB "highly qualified" definition. To acquire and retain high-quality teachers in classrooms across the nation will continue to require substantial policy changes at the national, state, and local level.