The review of 57 empirical research reports on United States teacher education done by Wilson, Floden & Ferrini-Mundy (2003) puts into evidence a positive connection between teachers’ preparation in terms of subject-matter and the performances of their students, even if it also acknowledges the fact that the solution to achieve teacher effectiveness is more complex than “simply simply requiring a major or more subject matter courses” (p.2). It also shows the positive impact on teacher practice and student outcome of pedagogical preparation. Positive relationships has been found between teachers’ qualification (proxy : licencure requirement) and student achievement.