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Introduction to the Special Issue

Many scholars and policy makers are concerned about the quality of elementary and secondary education in the United States. Compared to students in twenty-nine other economically advanced countries, U.S. students rank 24 in mathematics and 21 in science. Moreover, the large variance in both funding and student performance across school districts within many states has led to an active debate about educational equity. State courts have rejected the education finance systems in twenty states, and several other states have experienced extensive education finance reform. The articles in this special issue of Public Finance Review address one critical dimension of the debates about education quality and education equity, namely, the role of teachers. This role is recognized by the federal No Child Left Behind Act of 2002, which