The NYT editorial board took a minute to talk about the importance of teacher quality in NCLB and to cite the teacher quality data that came out last week via the Education Trust (and the Joyce Foundation):
"The Illinois study found teacher quality mattered a great deal in high-poverty high schools, where students with highly rated teachers were about twice as likely to meet state standards as similarly situated students elsewhere. Teacher quality even trumped course content, and it did not take paragons of achievement to make the difference. For example, students who took Algebra II at schools with average teacher quality ratings turned out to be better prepared for college than students who had completed calculus at schools with low teacher ratings."
Friday is the deadline for states to submit revised plans to the Feds saying how they're going to meet the teacher quality and equity requirements of NCLB (Teachers Matter).
Filed under: Teachers & Teaching