Teachers cannot teach what they do not know. This country has
tolerated a weak licensing system for prospective teachers for
decades. This weak system has been accompanied by an increasingly
emptier curriculum for most students, depriving them of the
knowledge and skills needed for self-government. An Empty
Curriculum: How Teacher Licensure Tests Lead to Empty Student Minds
makes the case that the complete revision of the licensing system
for prospective and veteran teachers in Massachusetts in 2000 and
the construction of new or more demanding teacher licensing tests
contributed significantly to the Massachusetts "education miracle."
That "miracle" consisted of enduring gains in achievement for
students in all demographic groups and in all regional
vocational/technical high schools since 2005-gains confirmed by
tests independent of Massachusetts policy makers. The immediate
purpose of this book is to explain what Massachusetts did in 2000
to strengthen its teacher licensing and re-licensing system to
ensure that all teachers could teach to relatively strong K-12
standards. Its larger purpose is to suggest that development of
strong academic standards in all major subjects should be followed
by complete revision of a state's teacher licensing system, not, as
has been the case for several decades, the development of K-12
student tests-if this country wants to strengthen public education.
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