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The highly qualified teacher provision is one of the goals of the No Child Left Behind Act (NCLB) of 2001. The term highly qualified teachers (HQT) comes from the original language of Title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the No Child Left Behind Act. Title II of NCLB designates federal funds to educational agencies for the purpose of improving the student achievement through the professional development of highly qualified teachers and principals. To qualify for this funding, states must comply with a series of conditions stipulated in NCLB, and track their progress toward goals each state sets. Title II was originally known as the Eisenhower Professional Development Program,[1] and has undergone several reauthorizations, though the original intent has remained relatively intact. The main goals of the highly qualified teacher provision is to ensure that every classroom is staffed by a teacher deemed "highly qualified" under conditions set by NCLB.[2] As some point out (e.g., Eric Hanushek), this section of NCLB is quite at odds with the general thrust of NCLB because it focuses on school inputs rather than student outcomes.[3] The sections of NCLB designated to HQTs allocates the majority of the funds to the states and does not clearly define at the federal level what is and what is not a highly qualified teacher, allowing for more local definitions of this term. This provision has come under much scrutiny, as it is up to states to decide how to measure highly qualified, and states are not holding their teachers to the same level of rigor across the country. Since its reauthorization in 2001, Title II has yet to reach its stated goal of ensuring that 100% of teachers in public schools in the United States are highly qualified.[4]
^No Child Left Behind: Title I Overview. Teachers of English Speakers of Other Languages, Inc., 2007. >>
^Archived: Fact Sheet on No Child Left Behind. US Department of Education, August 2003. [1]
^Eric Hanushek, "Building on No Child Left Behind." Science 326(November 6, 2009): 802-802.
^Goldhaber, Dan. Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness. Journal of Human Resources. University of Wisconsin Press. Fall, 2007: 766.
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