Assertions that a "crisis" exists in education have been made for over a hundred years. In spite of half a century of progressive education, followed by academic reform in the 1960s, the level of performance was still viewed with alarm in the 1970s and again in 1991, upon the release of Scholastic Aptitude Test (SAT) scores. Among the arguments are that: (1) educational reform has stalled; (2) teachers neither assign enough homework nor emphasize writing; (3) children watch too much television; (4) parents fail to encourage reading; and (5) the culture undervalues academic achievement. Teacher preparation is also an area of contention. In reality, a comparison of 1960 and 1990 statistics shows that there has been an impressive increase in hours required for English teacher certification. Of 35 states examined, nearly two-thirds increased hours required by 50% or more and over a third doubled the requirement. Subject-content courses for English teachers have also increased substantially. The College Strand of the English Coalition proposes that English education should emphasize learning rather than teaching and be accompanied by courses in learning theory and adolescent development. How such changes will affect English teacher preparation and the achievement of public school students remains to be seen. (Three tables of data are included.) (SG)