Ten Questions and Concerns related to Issues of Equity and NCLB:

1)      What is meant by "high quality" teachers? How will this goal be defined and measured?

2)      What does "high quality teachers" mean for teacher education (i.e., programs, recruitment, retention, instruction, assessment, accreditation, etc.)? How can we promote cultural diversity (in concept and practice) among our teachers?  

 3)      What will schools, school districts, state departments of education, and university teacher education programs do to maintain the educational levels requisite for "high quality" goals?

4)      How will school districts sustain "high quality teachers" through support and reward?

5)      What criteria identify "researched-based" practices?

6)      What becomes of the "art" that accompanies the "science" necessary in balancing an effective teaching and learning process vital to the foundations of instruction?

7)      What criteria will frame items included on "tests" considered for decision-making?

8)      What types of "tests" will be used to collect data considered for decision-making?

9)      What types (and whose types) of instruction will be featured to ensure success on the selected "tests?"

10)     How will schools accommodate and advance the learning (and testing) of students for whom there are differences, i. e., special learning needs, English language learners, cross cultural backgrounds, multiple perspectives and value systems, etc.?