This paper examines the current state of teacher preparation in the United States.<\/p>\n
U.S. teacher preparation programs do little to assure the quality of graduating teachers. Oversight of preparation of programs has largely ignored the impact of graduates on the performance of the students they teach or the schools in which they teach. Little evidence exists that states hold programs to standards matched to student outcomes and every state creates its own program oversight leading 50 definitions for effective quality control.<\/p>\n
This paper makes the argument that in order to correct many of the deficits in the current performance of schools, all states need to adopt a common system of program accountability.<\/p>\n
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