The article discusses worldwide educational experiences and the quality of teacher education, particularly in the United States. It is unknown how programs analyze their success or how they use this knowledge to make program improvements. Few programs are considered poor performers in terms of quality assurance at the state level, with the majority of programs obtaining passing grades. Although the state reports offer useful information regarding the state of teacher education in general, it is impossible to assess what future teachers have learned or whether they are actually prepared to teach an increasingly complicated curriculum to traditionally poor children. Despite the yearly work that goes into reporting, it is also unclear how it serves the nation.

knowledge, experience, Council of Chief State School Officer, No Child Left Behind Act, Higher Education Act, Professional Teaching Standards.

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