Research from inside and outside the ed
school consistently shows that teacher education is an extraordinarily
weak intervention in the process of socializing teachers, whose main influences are a long apprenticeship of observation as K - 12 students before entering teacher education and the powerful culture of the
school in which they begin to teach.
States must intervene to help the
weakest 5 percent of all
schools, high
schools that graduate fewer than 67 percent of their students on time (the national norm exceeds 80 percent) and
schools where a subgroup of students «
consistently underperforms.»