In January, 2000, Linda Darling-Hammond published a report in which she summarized the relationship between state levels of teacher quality and student achievement levels. Overall, she concludes that high standards in such areas as teacher licensing, teacher preparation, and continuing professional development have a significant and positive effect on student achievement, as measured by National Assessment of Educational Progress tests. On several occasions, she notes that Wisconsin's high quality teaching force is a significant factor in explaining why Wisconsin's students do well on these tests. Yet, in 1999-2000, 60% of superintendents say that as a result of the revenue caps they cut staff development opportunities (Table 1).

Superintendents also were asked about the adequacy of funding for staff development in five specific areas:

1. Improving teachers' knowledge and skills in subject/content areas
2. Implementing the state's model academic standards, including preparation for teaching
3. Training/preparing staff for implementation of the new licensure rules, including mentoring, release time, and training of professional development teams
4. Implementing effective use of technology
5. Implementing district- and building-wide school improvement strategies

The professional development areas and percent of superintendents selecting each choice are shown in Table 9.

In four of five areas, between 38% and 40% of superintendents said that staff development funds were "not too adequate" or "not adequate at all." However, more than two-thirds of respondents said that they do not have the resources to train and prepare staff for implementation of the new licensure rules, which require mentoring programs, release time, and training of professional development teams. The new rules, to be implemented in 2004, have the potential to exert a significant, positive effect on teacher quality, but only if they are fully supported. Although these concerns may be premature, the responses of superintendents should remind us that without adequate state support, districts will find it difficult to meet their obligations under the law.

Table 9
Responses to the Question, "How adequate are your district's funds for the staff development areas listed below?"

Staff development area	Very adequate	Adequate	Not too adequate	Not adequate at all
Improving teachers' knowledge and skills in subject/content areas	12.5%	49.4%	29.3%	8.7%
Implementing the state's model academic standards, including preparation for teaching	11.4%	49.0%	27.8%	11.8%
Training/preparing staff for implementation of the new licensure rules, including mentoring, released time, and training of professional development teams	5.8%	25.8%	27.7%	40.8%
Implementing effective use of technology	16.8%	43.9%	27.9%	11.5%
Implementing district-and building-wide school improvement strategies	16.8%	43.9%	27.9%	11.5%