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This article explains the recent debate that has emerged since the Abell Foundation issued a report suggesting that there was "'no credible evidence' that the lack of a teaching license ought to keep otherwise qualified teaching candidates out of the classroom." The papers that we present this week by Darling-Hammond and by Laczdo-Kerr and Berliner are summarized in this article as they suggest otherwise, adding further to the debate. These authors claim that students do indeed learn more when their teachers are licensed and any policy changes that seek to end such programs could harm students, especially those from poor districts. This Ed Week article serves as a nice introduction to the two in-depth papers that we feature below.
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