New trends in academic achievement among teachers

Jason Giersch


Despite the fact that policymakers have drastically increased their demands on teachers in the past two decades, there is evidence that the academic achievement of the individuals entering the teaching profession is higher than ever. This article explores some of the current research on teacher quality and discusses implications for policy. Overall, while policymakers seem overly focused on weeding out the worst teachers, they must also give attention to strategies that will attract, retain, and effectively utilize the most promising educators.


teacher quality

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This journal is a publication of the CEME at UNC Charlotte