The New York Times and others regularly implore us to raise the quality of teacher education. This essay explores why it is so difficult to do so, particularly at the urban, public institutions that produce many of our nation's teachers. It describes one such attempt to raise standards in writing. I document the process of building a new writing assessment program, including a writing assessment exam and a remediation program. I discuss our rubric and scoring procedures, samples of student work, and the poor score trends for our exam. I describe the difficulties in working without adequate resources, and I examine the ways in which our program posed a threat to the economics of the university. I conclude that efforts to raise program quality and produce higher-quality graduates are unlikely to succeed without fundamental changes to the economy of education generally and teacher education in particular.
Skip Nav Destination
Research Article| January 01 2009
The Difficulty of Raising Standards in Teacher Training and Education
Pedagogy (2009) 9 (1): 142–152.
Audrey A. Fisch; The Difficulty of Raising Standards in Teacher Training and Education. Pedagogy 1 January 2009; 9 (1): 142–152. doi: https://doi.org/10.1215/15314200-2008-022
Download citation file:
Don't already have an account? Register
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.
Sign in via your InstitutionSign In
Citing articles via
Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools