The original rationale for state teacher certification regulations was that they afforded the public a measure of protection against frauds and incompetents and against the capriciousness or low standards of local school boards. However, recent evidence (1985) shows that there is not much difference in quality and effectiveness between certified and noncertified teachers. Problems in the area of teacher certification include low standards (virtually all aspirants clear the certification process); significant personnel losses (7 out of 10 education majors do not take teaching jobs); high attrition rate (half of those who enter teaching leave the profession within five years); and skills imbalance (for example, in Texas, in 1991, two future teachers were graduated qualified to teach calculus, but 500 were prepared to coach football). Suggested changes to the certification process include: (1) a national teaching certificate, for which teachers would voluntarily apply; (2) an examination system with high standards; (3) a 10-year moratorium on certification requirements during which schools could hire college graduates with majors in academic subjects whether or not they took education courses; (4) hiring teachers from unconventional sources; and (5) flexible certification. (Contains 24 references.) (MAH)