Sound Off!: A Highly Qualified Mathematics Teacher in Every Classroom by 2005–2006: Blueprint or Fantasy?

2004 ◽  
Vol 97 (1) ◽  
pp. 4-5
Author(s):  
Robert E. Reys
Keyword(s):  
No Child Left Behind ◽  
Bachelor's Degree ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
Left Behind ◽  
School Year ◽  
Full State ◽  
Qualified Teacher ◽  
The Subject ◽  
Certification Requirements

The no child left behind act (P.L. No.107-110, H.R. 1, 2001) mandates a highly qualified teacher in every classroom by the 2005–2006 school year. It sounds great, but what does it mean and can it be achieved? The No Child Left Behind Act (NCLB) calls for all teachers to hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification; thus, their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate.

Recruiting Mathematics Teachers: Strategies to Consider

2004 ◽  
Vol 97 (2) ◽  
pp. 92-95
Author(s):  
Barbara J. Reys ◽  
Robert E. Reys
Keyword(s):  
Middle School ◽  
No Child Left Behind ◽  
Mathematics Teachers ◽  
Bachelor's Degree ◽  
Highly Qualified ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
School Year ◽  
Full State ◽  
Certification Requirements

The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.

High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher

2006 ◽  
Vol 76 (4) ◽  
pp. 698-724 ◽  
Author(s):  
VERONICA GARCIA ◽  
WILHEMINA AGBEMAKPLIDO ◽  
HANAN ABDELA ◽  
OSCAR LOPEZ JR. ◽  
RASHIDA REGISTE
Keyword(s):  
High School ◽  
High School Students ◽  
No Child Left Behind ◽  
School Experiences ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
School Students ◽  
Left Behind ◽  
Qualified Teacher ◽  
Definition Of

In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.

Long-Run Trends in the Quality of Teachers: Evidence and Implications for Policy

2007 ◽  
Vol 2 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Sean P. Corcoran
Keyword(s):  
No Child Left Behind ◽  
Teacher Effectiveness ◽  
Recent Literature ◽  
Teaching Profession ◽  
Highly Qualified ◽  
Left Behind ◽  
Long Run ◽  
The Subject ◽  
Over Time

One of the key provisions of the No Child Left Behind Act requires states to ensure that every teacher be “highly qualified.” Though the meaning of “highly qualified” remains hotly contested, the legislation's emphasis on teachers is well founded. Nearly all modern research on the subject finds teacher effectiveness to be among the most important school inputs into student achievement. Yet recent literature, including my own work (Corcoran, Evans, and Schwab 2004), finds evidence that the quality of teachers has steadily eroded over time. In particular, the likelihood that a high-aptitude female pursued a career in teaching dropped precipitously between 1960 and 2000. In this article, I summarize these and related findings, review some of the most common explanations for the trend in teacher quality, and discuss policies that have been advanced to attract talented graduates to the teaching profession.

scholarly journals Creating Highly Qualified Teachers

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Dawn L. Mollenkopf
Keyword(s):  
No Child Left Behind ◽  
Special Education Teachers ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Rural Teachers ◽  
Left Behind ◽  
Qualified Teacher ◽  
Practicum Experiences ◽  
Provisional Certification ◽  
The University

The “highly qualified teacher” requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary certification difficult due to time, distance, and geographic barriers. The University of Nebraska at Kearney has been able to address this need by: (1) creating access to the university’s certification program, (2) providing professional supports, (3) tailoring assignments, projects, and field based practicum experiences and (4) building capacity for rural teachers who have completed certification to mentor others in their regions.  

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