pares its teachers and the conditions in which our teachers do their work. Given the magnitude of the problems the board addressed and the lack of systematic data collection systems on such issues as teacher mobility and the career paths of board-certified and nonboard-certified teachers, the lack of evidence of its impact does not necessarily indicate that the board is not having an impact. 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 throughout 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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