Factors that influence the design of state teacher policies and the impact of these policies on issues of coordination, equity, and teacher supply are examined. The structure and operation of policies in effect in four states--California, Colorado, Georgia, and Oklahoma--are described, and the factors that influence the design of these state policies are analyzed. While all four states each use some type of individual assessment as well as an approved program approach to screen teachers, the state policies showed a wide range of diversity. Various movements, such as the competency education movement, influenced the design of teacher assessment policies, with the major impetus differing for each state. Contextual factors also had a role in policy design, as did availability of funds to develop assessment instruments. One aspect similar to all of the states was that the policies were here to stay, regardless of the potential for low passage rates by minorities or graduates of certain schools of education. The paper concludes with implications of the teacher assessment policies and recommendations for the development of other such policies. (CB)