Passage2 TeachereducationprovidedbyU．S．collegesanduniversitieshasbeenroutinelycriticizedsinceitsinceptionintheearlynineteenthcentury,sometimesdeservedly．Theseprograms,likenon-universityprograms,areuneveninqualityandcanbeimproved．Whatmakestoday′scriticismsdifferentisanaggressiveeffortbyadvocacygroups,andself-proclaimededucationalentrepreneurstoderegulatethepreparationofteachers,andtoexpandindependent,alternativeroutesintoteaching． Thiseffortto"disrupt"thefieldofteacherpreparationintheUnitedStateshasgainedconsiderablemomentumandlegitimacy,withventurecapitalists,philanthropy,andtheU．S． DepartmentofEducationallprovidingsponsorshipandsubstantialfunding． ThestrengthofthiseffortisthattheUnitedStatesmayquicklyseektodismantleitsuniversitysystemandreplacemuchofitwithindependent,privateprograms．Theresultingsystemofteacherpreparationmaydifferdramaticallyinitsgovernment,structure,content,andprocessesmovingawayfromitscurrentlocationalongsidelegal,medical,andotherprofessionalpreparationthatpairsacademicdegreeswithprofessionaltraining． Throughoutthenation,statesarereportingteachershortagesinparticularsubjectareasandgeographicallocations,andseveralstateshaveeitherpassedlegislationtolowerthestandardsforbecomingateacheror,likethestateofWashington,havelookedtowardexpandingthenumberofteachereducationproviderstotrytofillteachingvacancies．ThefederalgovernmenthascontributedtothepushtolowerstandardsforbecomingateacherwiththeTeacherPreparationAcademy provisioninthenewK-12educationlaw,theEveryStudentSucceedsAct,whichencouragesstatestoexpandthenumberofindependentprogramsnotassociatedwithcollegesanduniversities． Becauseoftheincreasingtuitionrates,aconsequenceinpart,ofcutsinfundingtopublicuniversitiesthatcontinuetoeducatemostU．S．teachers,enrollmentsincollegeanduniversityteachereducationprogramshavedeclinedinmanypartsofthecountry．Independentteachereducationprogramsarebeingviewedbysomeasanimportantpartofthesolutioninstaffingthenation′sclassroomsandaddressingourseriousandenduringproblemsineducationinequities． Additionally,advocacygroups,philanthropists,andso-callededucationentrepreneursareworkingaggressivelytoexpandtheseindependentalternativeroutesintoteaching． GiventheseriousnessoftheteachershortageproblemintheUnitedStatesandthesubstantialmediaattentionthathasbeengiventoindependentteachereducationprogramsasthesolutiontoteachershortagesandeducationinequities,policymakersshouldverycarefullyexaminetheevidencethatexistsaboutthenatureandimpactoftheserelativelynewprogramsthatarerapidlyexpandingwhileuniversityteachereducationenrollmentsdecline． WhatcanbeinferredfromParagraph1aboutcriticismsagainstteachereducation
A.The criticisms have been increasing． B.The criticisms may not be well justified sometimes． C.The criticisms mainly focus on the quality of non-university programs． D.The criticisms usually come from advocacy groups and so-called educational entrepreneurs．正确答案D
