This study was designed to assess the effect of school facilities on teaching. A survey of Chicago and Washington, DC public school teachers was used to: identify what teachers feel supports their ability to teach, assess the adequacy of school conditions and school design as experienced by teachers, examine the distribution of quality school facilities, and identify the impact of facilities on learning outcomes. The study also linked conditions as reported by teachers to student demographics and test scores, official school building assessments, and current research on the effect of K-12 educational facilities on learning. The study concludes that teachers in both Washington, DC and Chicago report many shortcomings in the facilities that are essential to delivering a high-quality education. They further report that much of the infrastructure they work in is inadequate to meet the increasingly strict standards of academic achievement that are now being set by school districts, states, and the federal government. (Appendices discuss existing research linking facilities to learning, describe the methodology used in the Chicago survey, and list response rates for Washington, DC. Contains 82 references.) (EV)