Abstract In this study, the theoretical basis of the management of teacher quality in U.S.A. in recent years was examined from several aspects such as human resource management, accountability, and related studies. Based on these measures, the theoretical structures developed in the process of the management changes of teacher quality since 1990s were studied. Secondly, the background and reasons of the reform were analyzed, and some concrete suggestions and methods were concluded from the various U.S. education reports and bills. Then, from realistic points of view, the policies developed by different states during the process of reforms were also probed into. Then, a questionnaire was developed as a tool for data collection. The populations of the questionnaire survey included teachers, school administrators, the members of parents¡¦ organizations, educational scholars, educational authorities, councilors and the representatives of teacher organizations. There were 1,360 samples, which contain 1,050 valid ones. The valid returned percentage was 77.2%. The data were testified through frequency distribution, percentage, means, standard deviation, one-way ANOVA, then were analyzed and discussed according to the results. Finally, the conclusions and suggestions were proposed as a result. When reflecting on the present conditions of U.S. teacher quality management, this research probed into five aspects: the access of teacher qualifications, selection and employment, payment and working conditions, assessment and dealing with incompetent teachers. The representatives of parents¡¦ organizations, councilors and elementary school teachers had significant correlation with each other in the perceptions of teachers¡¦ quality management problems and the measures. In addition, this study found that there were diversity in some aspects such as getting payment according to teachers¡¦ actual performances, assessing teachers according to their students¡¦ performance in exams, carrying out teacher career ladder program, and having principals observe in class. Most samples were quite unanimous in other aspects, such as raising the selection criteria of teacher education program, evaluating teacher education programs institutions, establishing professional development schools, setting up nationwide professional educational standard committees, implementing beginning teachers mentoring system, every elementary and secondary school posting reports on educational progress, the government posting nationwide teacher quality assessment report, raising teachers¡¦ basic hours of professional development, helping incompetent teachers improve their teaching methods. Finally, this study will propose several suggestions: 1. The measures of the reform should be taken from all aspects. 2. To select teacher education programs, post reports on teacher quality assessment and strengthen the cultivation and assessment system. 3. To establish the way to assess and report unqualified teachers for dismissal in order to raise the teaching quality. 4. Central government will request each elementary and secondary school to propose each report on teaching quality to raise the efficiency. 5. To set up beginning teachers mentoring system to improve teaching quality. 6. To raise teachers¡¦ professional recognition, correct the unreasonable long teaching hours and class distribution. 7.To give teachers various ways to get professional development to access different certificates to strengthen teaching abilities. 8. Teacher organizations will actively provide advices for education reform. 9. Teacher organizations will initiatively cooperate or participate with central government in the designing of the system in raising teacher quality.