Jeffrey J. Kuenzi
Specialist in Education Policy
One of the major goals of the No Child Left Behind Act of 2001 (NCLB) is to raise the achievement of students who currently fail to meet grade-level proficiency standards. Since student achievement is believed by many to depend in large part on effective teaching, the law also contains provisions designed to improve teacher quality. These provisions establish minimum teacher quality requirements and charge states and school districts with developing plans to meet them. These plans were to ensure that all schools had a highly qualified teacher in every classroom by the end of the 2005-2006 school year.
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 competency in all subject areas taught. Demonstration of subject-matter knowledge and competency may be shown by passing a state certification exam or licensing test in the relevant subject(s).
This report examines implementation of the NCLB requirement and estimates the extent to which schools achieved the law’s goal of placing a highly qualified teacher in every classroom. After describing the highly qualified teacher requirement in detail, the report analyzes data from a national survey of schools that provide information on teacher qualifications during the 1999- 2000 school year. These data suggest that more than four out of five teachers would have met the NCLB definition of a highly qualified teacher prior to the date of enactment. Monitoring data released by the Education Department indicate that the proportion of highly qualified teachers may have gone up slightly by the end of the 2005-2006 school year, but that no state reached the 100% goal.
In addition to the findings of this analysis, knowledge gained through NCLB’s implementation has important implications for future policy-making in the area of teacher quality. This report concludes with a discussion of issues that may be considered as the Elementary and Secondary Education Act reauthorization process unfolds. The teacher quality provisions, along with the rest of the Elementary and Secondary Education Act, will likely be considered for reauthorization by the 112th Congress. This report will be updated as significant legislative developments occur.
Date of Report: January 4, 2011
Number of Pages: 16
Order Number: RL33333
Price: $29.95
Follow us on TWITTER at http://www.twitter.com/alertsPHP or #CRSreports
Document available via e-mail as a pdf file or in paper form.
To order, e-mail Penny Hill Press or call us at 301-253-0881. Provide a Visa, MasterCard, American Express, or Discover card number, expiration date, and name on the card. Indicate whether you want e-mail or postal delivery. Phone orders are preferred and receive priority processing.
Specialist in Education Policy
One of the major goals of the No Child Left Behind Act of 2001 (NCLB) is to raise the achievement of students who currently fail to meet grade-level proficiency standards. Since student achievement is believed by many to depend in large part on effective teaching, the law also contains provisions designed to improve teacher quality. These provisions establish minimum teacher quality requirements and charge states and school districts with developing plans to meet them. These plans were to ensure that all schools had a highly qualified teacher in every classroom by the end of the 2005-2006 school year.
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 competency in all subject areas taught. Demonstration of subject-matter knowledge and competency may be shown by passing a state certification exam or licensing test in the relevant subject(s).
This report examines implementation of the NCLB requirement and estimates the extent to which schools achieved the law’s goal of placing a highly qualified teacher in every classroom. After describing the highly qualified teacher requirement in detail, the report analyzes data from a national survey of schools that provide information on teacher qualifications during the 1999- 2000 school year. These data suggest that more than four out of five teachers would have met the NCLB definition of a highly qualified teacher prior to the date of enactment. Monitoring data released by the Education Department indicate that the proportion of highly qualified teachers may have gone up slightly by the end of the 2005-2006 school year, but that no state reached the 100% goal.
In addition to the findings of this analysis, knowledge gained through NCLB’s implementation has important implications for future policy-making in the area of teacher quality. This report concludes with a discussion of issues that may be considered as the Elementary and Secondary Education Act reauthorization process unfolds. The teacher quality provisions, along with the rest of the Elementary and Secondary Education Act, will likely be considered for reauthorization by the 112th Congress. This report will be updated as significant legislative developments occur.
Date of Report: January 4, 2011
Number of Pages: 16
Order Number: RL33333
Price: $29.95
Follow us on TWITTER at http://www.twitter.com/alertsPHP or #CRSreports
Document available via e-mail as a pdf file or in paper form.
To order, e-mail Penny Hill Press or call us at 301-253-0881. Provide a Visa, MasterCard, American Express, or Discover card number, expiration date, and name on the card. Indicate whether you want e-mail or postal delivery. Phone orders are preferred and receive priority processing.
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