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Better Teachers, Better Schools

Abstract

This in-depth report, recently released by the Fordham foundation, focuses on issues of teacher quality and on school reforms, including alternative assessments. The report includes chapters by leading education researchers and state officials and argues against what the authors see as conventional wisdom regarding teacher preparation and school reform. One section of the report, for example, asserts that "math and science students whose teachers hold 'emergency' credentials do no worse on tests than students whose teachers are fully certified, all else being equal."

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