Alternative programs have been created in many states, and research from early efforts show that alternatively certified teachers are higher quality. For example, in New Jersey alternative certification was put into place in 1984 to put stronger teachers in the classroom. Consequently, studies show, applicants of this program had higher scores on teacher licensing tests than traditionally prepared teachers, lower attrition rates, and became the dominant source of minority teachers for both urban and suburban schools. The concept of performance must be tied to a teacher's pay and renewal contracts should be instituted for quality individuals rather than lifetime tenure. Right now, that's all but impossible as the money for schools is controlled by the school districts, and therefore, class size is controlled both by the central office and through teacher union contracts.
Some states already require a certain minimum and maximum number of students in each class.
While that may sound worthwhile, it robs individual schools of any flexibility to determine the conditions under which a certain class size is optimal. Conclusion State policymakers have already begun to adopt the class size argument as a way to win friends and influence communities. Unfortunately, there is no guarantee that the mass hiring of teachers to reduce class sizes to between 15 and 18 in the early grades will yield the results the advocates claim. In California, a shortage of certified teachers is making it difficult to hire good teachers in many areas. It's clear that even a class of ten may not learn if the person leading that class does not possess high caliber knowledge and teaching skills.