This article uses case studies to explore how district administrators' conceptions of equity relate to finance reform implementation. The authors identify two conceptions of equity: greater resources for students with greater needs, and equal distribution of resources for all students. These beliefs were reflected in resource allocation decisions and were informed by districts' student demographics, organizational identities, and perceptions of adequacy.

Effective professional development is essential for achieving ambitious student achievement goals in standards-based education reforms. While research has identified key features of effective programs, many districts still offer unfocused and ineffective professional development that wastes limited resources. To deploy effective strategies, districts must first know how much they cost. This article aims to develop an analytical framework for organizing professional development costs and providing a common language for discussing programs.