Presents data on variations of career patterns in the metropolitan St. Louis area, and discusses how these variations might explain certain characteristics of the area's school systems. Concludes that "the problem is that schools are not paying for those characteristics of the teaching force which are associated with improved pupil outcomes."…

Two concerns are explored here; the question of the existence and magnitude of contextual effects, and the possibility of an interaction between a school's context and a student's own SES background. Concludes that the large-scale manipulation of social contexts to secure increased academic performance may not be justifiable on grounds of…

Used 1969-78 data from St. Louis, Missouri, to: (1) examine mean annual salaries of full time teachers in metropoolitan St. Louis; (2) build a surrogate salary schedule by using certain combinations of training and experience; and (3) follow individuals through up to 10 years to determine their salary gains relative to inflation. (Author/GC)

Analyzes results of a 1979 survey concerning who is likely to move into an urban redevelopment area, what role the school plays in the locational decision, and how people find out about the quality of the schools. Holds that redevelopment will probably not enhance the conditions of urban education. (Author/GC)