Regular education administrators must possess a knowledge of special education to effectively implement P. L. 94-142, and to experiment with and accomplish many of the proposed objectives of the regular education initiative. To determine the existing knowledge base of school administrators in special education and special education law, we surveyed state directors of special education. This article reports the results of the survey, discusses implications, and offers suggestions for improvement.

Chronic shortages, high attrition rates, the unique demands of the job, and geographic isolation from colleagues have been identified as unique challenges within the profession for teachers of students with moderate and severe disabilities. Many different forms of professional development exist for educators; however, these experiences do not always adequately meet the specific needs of individual teachers. This article presents an additional tool for professional learning utilizing a framework for selecting, monitoring and assessing progress toward self-identified areas of professional growth. The proposed model considers teacher development in three dimensions including school-based, communitybased, and universal growth. Keywords: professional development; multiple disabilities; teacher preparation

This article examines the potential for reducing costs through school district consolidation by employing economies of scale. Utilizing Indiana school district data primarily from 2004 through 2006, we find evidence for scale economies with optimal enrollment being 1,942 students, with a per pupil estimated cost at $9,414. The 95% confidence interval of the optimal enrollment is 1,300 to 2,903 students. The study examines several hypotheses discussed in this line of literature. Transportation does not appear to hold significant scale economies potential, while salary data provides mixed results. Finally, attendance is shown to be negatively influenced by school district enrollment levels, with the impact of attendance on student performance being examined in a subsequent study.

She teaches courses in educational policy, school finance, business management, and school leadership. Her research includes studies of educational policy issues, school finance equity and adequacy, and standards-based school reform initiatives. Edward Eiler has over 35 years of administrative experience in public school administration and currently serves as the superintendent of the Lafayette School Corporation. He has taught courses and published in the areas of educational leadership, school finance, fiscal management, human resource management, and labor relations.

There is an unquestionable connection between systemic reform, equity, and school finance reform that requires the attention of educators and policymakers at all levels of government. Instead of disconnected reform initiatives prevalent in the 1980s, the 1990s is the beginning of a new era of educational reform that strives for coordination, integration, and cohesion around a clear set of outcomes. Within this framework of systemic reform, it is essential that policies leading the efforts be coordinated with school finance reforms that foster equity. This article analyzes the factors that must be considered when forging these linkages. The concepts of equity and adequacy are discussed along with their relationship to school finance litigation. Examples of linkages between systemic reform and school finance reform are examined. A policy linkage model is proposed that illustrates the connections between the policy-making bodies, systemic reform initiatives, and the various components of school finance reform. General recommendations for policymakers to consider when fostering reform initiatives are suggested.