In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. They conducted a national survey of representatives from each state to explore how HOUSSE is being interpreted for secondary special education teachers. Findings indicate that significant variability in the interpretation and implementation of the HOUSSE provision exists across states and that numerous challenges with the implementation of federal teacher quality requirements persist, including funding for support teachers, a lack of clear federal guidance, and difficulties with holding districts accountable for teacher quality provisions. In addition, the results reveal a decided preference for course-based evidence of teachers’ content knowledge over other types of evidence. In closing, the authors discuss implications of federal policy for states, districts, and special education teacher preparation in light of the findings.
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