This report resulted from an opinion survey of California teachers conducted in spring 1985. Surveys were mailed to 1,100 California classroom teachers reflecting a true cross section of all California teachers. More than 70% of those surveyed returned completed questionnaires. This unusually high rate of return, plus the representative nature of the survey sample, make it possible to generalize survey conclusions to California teachers as a whole.

California's credentialing issues are complex, with roots before statehood and ongoing challenges today. With a growing need for teachers, current and future policies will shape the workforce. The State and related agencies must attract qualified educators, but the Commission on Teacher Credentialing's performance is questioned. This report examines governance issues and suggests alternatives to improve the Commission and elevate the teaching profession, while offering historical context on past reform efforts to stimulate discussion and positive change.

This report explores the role of accountability in school improvement and its potential drawbacks. While accountability can provide feedback, reorient action, and justify action, it can also lead to gross distortions and may not sufficiently incentivize teachers. The authors argue for a consensual view of the teacher's role and for parsimonious accountability schemes that enhance the quality of life among teachers. They propose design considerations that can improve the effectiveness of testing and controls to enhance the teaching profession.