This article, based on a longitudinal interview study of 50 new teachers in Massachusetts, presents respondents’ reasons for staying in their schools, moving to new schools, or leaving public school teaching within their first 3 years of teaching. Although the respondents’ prior career orientations, financial situations, and preparation played a role in their career decisions, their experiences at the school sites were central in influencing their decisions. Teachers who felt successful with students and whose schools were organized to support them in their teaching—providing collegial interaction, opportunities for growth, appropriate assignments, adequate resources, and schoolwide structures supporting student learning—were more likely to stay in their schools, and in teaching, than teachers whose whose schools were not so organized.

Investigators of the influence of evaluations on policy decisions have noted three main routes to influence: instrumental, conceptual, and political/symbolic. This study, an inquiry into the effect of evaluations of the Drug Abuse Resistance Education (D.A.R.E.) program, found a fourth main way that evaluations exert an influence: imposed use. The Safe and Drug Free Schools office of the U.S. Department of Education obliged districts to select a program that met its “Principles of Effectiveness,” which most districts construed to mean that the program had to be on the department’s approved list. Because results of D.A.R.E. evaluations repeatedly showed that D.A.R.E.’s effectiveness on knowledge and attitudes was neither sustained nor led to lower use of drugs, D.A.R.E. did not make the “lists.” Hence, many districts dropped or scaled back D.A.R.E. This kind of imposed use is likely to become more common when government agencies make greater demands for accountability.

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The prospect of overseeing the rapid preparation of many participants in fasttrack alternative certification programs presents several challenges for state education officials who seek to maintain, or even enhance, the quality of the state's teaching force. This study examined a range of fast-track alternative teacher certification programs in 11 sites in three states-Connecticut, Louisiana, and Massachusetts. We found that participants were attracted by the incentives of the fast-track programs but also expected to have coursework and student-teaching experiences that would prepare them well to teach in September. Overall, candidates were satisfied with what the programs offered, though many wanted more preparation in content-based pedagogy and better studentteaching placements. There were advantages and disadvantages to centralized and decentralized approaches by the states to ensure quality of participants.

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