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.

This study examines how high-quality professional development can promote the diffusion of effective teaching strategies among teachers through collaboration. Drawing on longitudinal and sociometric data from a study of writing professional development in 39 schools, this study shows that teachers’ participation in professional development is associated with providing more help to colleagues on instructional matters. Further, the influence of professional development on participants’ instructional practice diffuses through the network of helping. These findings suggest that in addition to...

This study examines patterns of sorting across classrooms within schools in three large urban school districts. Students are sorted across classrooms by race, poverty status, and prior achievement. Sorting is smaller within schools than across schools, but is still significant, particularly at middle and high school levels. Lower achieving students tend to have more poor and minority peers and less experienced teachers, exacerbating inequalities.

This study examines teacher sorting within schools in a large urban district. It finds that less experienced, minority, and female teachers are assigned lower-achieving students than their more experienced, white, and male colleagues. The authors discuss the implications for achievement gaps, teacher turnover, and teacher value-added estimation.

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.

This article discusses how teacher recruitment and retention affect the quality of teaching in schools. The supply and demand model, including wages and non-pecuniary job attributes, influences the supply of potential and current teachers. The demand for teachers depends on factors such as student enrollment and institutional constraints such as hiring authorities' skill and efficiency. The article identifies common policy approaches to improve recruitment and retention and summarizes current research on their effectiveness.

Policymakers aim to improve student outcomes through the hiring of highly qualified teachers, but there is little consensus on what qualities make a teacher "good." Research on teacher characteristics that impact student achievement is inconclusive. This article examines recent empirical evidence on teacher quality in education production.

An inventory of 30 California districts reveals their policy stance on teacher professional development, which primarily consists of skill acquisition through district-led programs. Other sources, such as universities or professional communities, are less visible. The districts are the dominant providers of development opportunities, with expenditures reflecting a ready marketplace of predetermined programs. Alternative routes to professional growth are less evident.

This article addresses two conflicting trends in U.S. education. On one hand, there is a considerable expansion of statewide controls of education, including new statewide accountability schemes. On the other, there is a resurgence of interest in the professionalization of teaching. These trends are conflicting—at least for the moment­—because state accountability has tended to bureaucratize education and not pay sufficient attention to its impact on the professional dimension of teaching.

The California State Department of Education is creating a multipurpose data system on California education, including the California Basic Educational Data System (CBEDS) which collects information on staff and students. The data is used for reports, planning, and management. Disclosure of certain CBEDS data is restricted and released only to authorized agencies or persons with a bona fide need. The system has inherent problems, with error control being the most pervasive.

Teacher shortages in certain subjects and geographic areas may undermine educational improvements. Without changes, an annual shortfall of 4,000 to 7,000 teachers is expected over five years, with the greatest shortages in bilingual education and secondary math and science. Strong incentives will be needed to recruit enough qualified teachers.