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Reforming Teacher Preparation and Licensing: What Is the Evidence?


by Dale Ballou & Michael Podgursky — 2000

Using professional self-regulation in medicine as a model, the National Commission for Teaching and America’s Future has proposed sweeping changes in the way teachers are trained and licensed. The commission claims that these reforms are well-grounded in a strong base of research. However, a balanced reading of the literature finds far less support for these reforms than the commission has claimed. In many cases the research is misrepresented. Since the commission’s proposals would transfer considerable regulatory power out of the public domain to private education organizations, the burden of proof is on the commission to make a convincing case that such changes promote the welfare of the public and not just the interest of the profession. This burden has not been met.


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Cite This Article as: Teachers College Record Volume 102 Number 1, 2000, p. 5-27
http://www.tcrecord.org ID Number: 10434, Date Accessed: 3/27/2017 8:36:53 PM

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About the Author
  • Dale Ballou
    University of Massachusetts, Amherst
    Dale Ballou is an Associate Professor of Economics at the University of Massachusetts at Amherst. His research concerns regulation and incentives in public education as they affect teacher training, licensing, recruitment, and compensation.
  • Michael Podgursky
    University of Missouri-Columbia
    E-mail Author
    Michael Podgursky is Professor and Chairman in the Department of Economics at the University of Missouri-Columbia. His research in labor economics includes studies of worker displacement and also of labor markets for teachers. In addition to research and testing, he frequently addresses governmental and professional organizations on teacher training and licensure, school choice, and the role of markets in school reform.
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