In this Issue

Table of Contents

How to Improve the Supply of High-Quality Teachers

Eric Alan Hanushek, Steven G. Rivkin
pp. 7-25
DOI: https://doi.org/10.1353/pep.2004.0001
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Comments

Richard Rothstein, Michael John Podgursky
pp. 25-39
DOI: https://doi.org/10.1353/pep.2004.0011
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Why Some Schools Have More Underqualified Teachers Than Others

Richard M. Ingersoll
pp. 45-71
DOI: https://doi.org/10.1353/pep.2004.0005
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Comments

Caroline Minter Hoxby, Adam F. Scrupski
pp. 71-85
DOI: https://doi.org/10.1353/pep.2004.0004
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The Ed School's Romance with Progressivism

David F. Labaree
pp. 89-112
DOI: https://doi.org/10.1353/pep.2004.0006
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Comments

E. D. Hirsch, Barbara Beatty
pp. 112-125
DOI: https://doi.org/10.1353/pep.2004.0003
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Can a State Department of Education Increase Teacher Quality? Lessons Learned in Massachusetts

Sandra Stotsky, Lisa Haverty
pp. 131-180
DOI: https://doi.org/10.1353/pep.2004.0014
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Comments

Margaret Raymond, John T. Wenders
pp. 180-197
DOI: https://doi.org/10.1353/pep.2004.0010
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How Within-District Spending Inequities Help Some Schools to Fail

Marguerite Roza, Paul Thomas Hill
pp. 201-218
DOI: https://doi.org/10.1353/pep.2004.0012
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Comments

Susan Sclafani, Sheree Speakman
pp. 219-226
DOI: https://doi.org/10.1353/pep.2004.0013
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The Elephant in the Living Room

Kati Haycock
pp. 229-247
DOI: https://doi.org/10.1353/pep.2004.0002
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Comments

Hamilton Lankford, Lynn Olson
pp. 248-259
DOI: https://doi.org/10.1353/pep.2004.0007
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Panel Discussion on Obstacles to Entering the Teaching Profession

pp. 265-285
DOI: https://doi.org/10.1353/pep.2004.0008
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Introduction

Diane Ravitch
pp. 1-5
DOI: https://doi.org/10.1353/pep.2004.0009
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