In this paper we examine the degree to which recent research and writing about professional development school activity indicates progress toward fulfilling the professional development school model's commitment to providing equitable educational opportunities and outcomes, especially from a critical pedagogy perspective. Our review of 95 papers and articles from 1999 to 2006 found little published evidence of even a rhetorical commitment to equitable pedagogy and student outcomes. In those cases where equity was mentioned as a factor, it was nearly always in terms only of improved test scores, with no mention of the empowerment of students, teachers, or community. (Contains 1 note.)