In a March 9th article in Education Week, ("Better Educated Teachers Needed for Early Ed") Stephen Sawchuk questions the results of a study by the National Institute for Early Education Research because no effect size is given.
If the relationship between teacher credentials and student achievement remains murky, it is probably because the training required to procure such credentials remains seriously flawed. This is especially true in the arena of literacy instruction where teacher preparation institutions have long ignored the most viable data and continued along a path proven to be woefully inadequate for those at greatest risk of reading failure.
This victimizes children but also teachers since they are assigned a disproportionate share of the blame, not only for reading failure, but also for school failure in general.
http://www.jsonline.com/news/opinion/43647802.html
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