According to this 250-page volume, proposed federal and state policies aimed at boosting teacher quality may well worsen the problem. Instead of adding even more regulation to the teacher training system, policymakers should open up the profession to well-educated individuals and should hold principals accountable for student learning.

Policy Priority:
High Expectations
Topics:
Governance
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Chester E. Finn, Jr., scholar, educator and public servant, has devoted his career to improving education in the United States. At Fordham, he is now Distinguished Senior Fellow and President Emeritus. He’s also a Volker Senior Fellow at…

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Marci Kanstoroom is Senior Editor at the Thomas B. Fordham Institute, where she works on a variety of national research projects. She is also Executive Editor at Education Next. Previously, as Research Director at Fordham, she wrote and edited numerous publications on charter schools, teacher quality, and federal education policy, and she testified on education issues before the U.S. House of…

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