Introduction
Teacher Recruitment, Preparation and Development: Statement of Grover J. (Russ) Whitehurst Assistant Secretary for Educational Research and Improvement Before the House Subcommittee on Labor/HHS/Education Appropriations
FOR RELEASE:April 24, 2002
Speaker frequently deviates from prepared text
Contact: Dan Langan (202) 401-1576
Mr. Chairman and Members of the Committee:
I am pleased to appear before you today to discuss the programs and activities administered through the Office of Educational Research and Improvement (OERI) that focus on the critically important area of teacher recruitment, preparation, and development. Several weeks ago at the White House Conference on Preparing Tomorrow's Teachers, I had the opportunity to examine and report on a similar topic—the large body of existing research related to the preparation and professional development of teachers. While today's subject is more limited in scope, my comments are grounded in a thorough review of existing research on this topic.
The shared understanding of Congress and the Administration about the importance of teachers in helping to ensure that no child is left behind is evidenced vividly in the recently reauthorized Elementary and Secondary Education Act (ESEA). Beginning next year, Title I of ESEA requires states to report on the quality of teachers and the percentage of classes taught by "highly qualified" teachers in every public school. Title II addresses the goal of placing a highly qualified teacher in every classroom by funding in-service professional development for teachers. Nearly $3 billion is targeted to the goal of "improving teacher quality" under the Title II Improving Teacher Quality State grants program during the current fiscal year.
Despite the importance of teachers in ensuring that no child gets left behind, the research base in this area is relatively thin. We do not yet have research to answer dozens of fundamental policy questions about how to best train and support teachers to improve student learning. Several approaches to studying the topic are used, and each generates a different perspective. Conflicting studies and interpretations often spur the next round of investigations, and over time evidence converges and generates consensus. Nevertheless, research on teacher preparation and development is a long way from this stage of professional consensus. For instance, while existing research demonstrates persuasively that the potential effect of teacher quality on academic achievement is quite high—i.e., we know that teachers matter—we do not yet sufficiently understand which strategic changes can be most effectively implemented in schools to consistently improve teacher practice and raise student achievement.
The President's commitment to raising the quality and relevance of education research is reflected in the $175 million requested for research and $95 million for statistics. This is $53.2 million, or 44 percent more than is available for research in fiscal year 2002; and $10 million, or 12 percent more than is available for statistics. Such increases will allow the Department to implement substantial changes in its research activities and processes. The 2003 request would allow us to fund several new research activities, while simultaneously enhancing the methodological rigor and relevance of all funded projects. Every area of research and dissemination, including teacher recruitment, preparation, and development, will benefit tremendously from this effort to increase rigor and relevance. As the Department works with States to develop and implement curricula that are aligned with standards and assessments, and as the Department moves forward in implementing the goal of ensuring that a highly qualified teacher is in every classroom, it will become increasingly important to inform policy decisions with better research.
The Federal investment in research through OERI has generated positive initial steps in the direction of building a persuasive research base in this area. Today I will describe our major research accomplishments and upcoming initiatives focusing on the topic of teacher recruitment, preparation, and development.