and the conditions in which teachers work. Given the magnitude of the problems the board addressed, the fact that there is only limited evidence of its impact does not prove that this approach cannot be successful. For the program to have the intended impacts on the teaching field, improvements will be needed, both in the operational aspects of the program and in the evidence collected, as we have recommended in this report. The board cannot achieve these goals alone, however. Meeting these ambitious goals will also require a serious commitment by education policy makers to the other recommendations made by the Carnegie Task Force on Teaching as a Profession.

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