Databases developed over the last two decades give us clear and convincing evidence that the single most powerful factor in student achievement gain is the quality of the teacher. The evidence also is clear that effective teachers must have a firm command of their subject matter, receive sound professional preparation, and demonstrate a high overall achievement. Critics charge that too little attention has been paid to subject matter competence in the preparation of teachers. We concur and recommend steps to address that issue. But studies show that command of the subject alone is insufficient.
Evidence is also available on the academic performance of college students who enter teaching.
Research data reveal specific problem areas in the education of teachers. For example, teachers are inadequately prepared to apply technology to teaching. Also, current mechanisms of academic quality control in colleges and universities, inschools and school systems, and in state laws and regulations fall short of ensuring that only qualified teachers teach. The nation's schools will need 2.5 million new teachers over the next 10 years to replace retiring teachers, to meet projected enrollment increases in certain states, to reduce class sizes, and to replace the tens of thousands of teachers who leave their jobs each year in search of more attractive and rewarding career opportunities. Only about two-thirds of the newly prepared teachers graduating from the nation's colleges and universities enter the profession immediately after graduation.