Chapter 1: Improving Teacher Preparation: The Promise, Challenges, and Research Needs of State Accountability Systems

Improving the quality and efficacy of the data collected on teacher preparation in this country has been a longstanding concern of the field. Datadriven accountability has been a primary focus of the Council for the Accreditation of Educator Preparation (CAEP) as it develops new standards for preparation providers and new accompanying data collection and reporting requirements (CAEP, 2013). Similar concerns motivated both the initial effort of Congress and the U.S. Department of Education to include teacher preparation program reporting requirements in the Higher Education Act (HEA) Title II legislation beginning in 2001 and several efforts subsequently to revise those requirements (U.S. Department of Education Office of Postsecondary Education, 2017).