EVIDENCE IS CITED TO DISPUTE THE BELIEF THAT MORE TEACHER EDUCATION AUTOMATICALLY LEADS TO GREATER PUPIL ACHIEVEMENT. SOME STUDIES HAVE SHOWN LITTLE OR NO RELATIONSHIP BETWEEN TEACHER KNOWLEDGE AND PUPIL ACHIEVEMENT IN ELEMENTARY SCHOOL SUBJECT MATTERS, AND BETWEEN THE AMOUNT OF PREPARATION A TEACHER HAS HAD ALSO HAS VERY LITTLE EFFECT ON PUPIL ACHIEVEMENT. SIMILAR FINDINGS FOLLOWED WHEN SUPERVISORY PERSONNEL ASSESSED TEACHER PERFORMANCE. HOWEVER, THESE STUDIES USED LARGELY WHITE SCHOOL POPULATIONS, AND SOME EVIDENCE SUGGESTS THAT RELATIONSHIPS BETWEEN PUPIL ACHIEVEMENT AND THESE TEACHER VARIABLES MAY BE SLIGHTLY STRONGER FOR NEGRO STUDENTS, ALTHOUGH STILL NOT POTENT ENOUGH TO MAKE A MAJOR DIFFERENCE IN PUPIL ACHIEVEMENT. IT IS CONCLUDED THAT WHAT IS NEEDED TO HELP THE NEGRO IS NOT MORE TEACHER EDUCATION BUT A COMPLETE RESTRUCTURING OF THE EDUCATIONAL AND SOCIAL ENVIRONMENT OF THE CHILD, HIS FAMILY AND PEERS. THIS WOULD INVOLVE PROVIDING A STIMULATING SCHOOL ENVIRONMENT FOR THE CHILD, DAY-CARE FACILITIES, AND THE INTIMATE INVOLVEMENT OF PARENTS, TEACHERS, AND THE COMMUNITY IN THE PLANNING AND IMPLEMENTATION OF PROGRAMS FOR THEIR CHILDREN. (AW)