Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, andincreasing teachers' out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources.

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