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Unformatted text preview: A R EVIEW OF S TATE T EACHER P OLICIES : W HAT ARE T HEY , W HAT ARE T HEIR E FFECTS , AND W HAT ARE T HEIR I MPLICATIONS FOR S CHOOL F INANCE ? By Susanna Loeb & Luke C. Miller Institute for Research on Education Policy & Practice (IREPP) School of Education, Stanford University December, 2006 This work was conducted for the California school finance and governance project, Getting Down to Facts: A Research Project to Inform Solutions to Californias Education Problems , funded by the Bill and Melinda Gates Foundation, William and Flora Hewlett Foundation, James Irvine Foundation, and Stuart Foundation. Wed like to thank Greg Wright, Jonathan Elkin, and Elena Grewal for their valuable assistance in pulling together information on State teacher policies. Additionally, the quality of this product benefited from the comments and feedback of Michael Podgursky, Michelle Reininger, Julia Koppich, attendees at the 2006 Conference of the American Education Finance Association, Denver, Colorado, and the members of the Personnel working group of the Getting Down to Facts project. i S UMMARY California and States across the nation are attempting to meet the challenge of staffing classrooms with high quality teachers. Each State has designed and implemented a web of policies targeted at teachers from regulations on teacher education programs and certification to salary structures and recruitment and retention incentives. Despite the plethora of teacher policies, little is known about the variation in the specifics of the policies across States, their effects on teacher quality or student outcomes, or their implications for school finance. This study, seeks to fill some of these knowledge gaps by detailing and reviewing a large number of teacher policies across all fifty States and the District of Columbia. It also describes, more generally, what research tells us about teacher labor markets and promising approaches for strengthening the teacher workforce. This report collects information on State teacher policies in eight broad areas: o Pre-service training policies cover State accreditation requirements for teacher preparation programs regarding minimum subject matter coursework and field and clinical experiences as well as measures by which States hold the programs accountable for the quality of the teacher candidates they train. o Licensure and certification policies address the authority of State professional standards boards, required teacher assessments for initial licensure, second-stage license requirements, alternative routes to certification, and State implementation of the highly qualified teacher provision of the No Child Left Behind Act of 2001 (NCLB)....
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