States have enacted a variety of far-reaching educational reforms in recent years which have focused on a mix of standards for improved programs and greater accountability for both students and teachers. In California, teacher professionalism reforms, including induction reform, have been introduced. Research, now in its third and final year, has yielded a good deal of information with respect to new teacher assessment and support issues and has recognized the complexity of teaching as well as a variety of appropriate approaches to prepare teachers better to meet classroom responsibilities. Some initial policy directions have already been established by the California New Teacher Project: general agreement that new teachers need support; when given the opportunity to develop unique approaches to new teacher support, most plans employ remarkably similar delivery models; new teacher support makes a difference in inner city and urban settings; the learning that occurs is reciprocal; universities can play an important role; and resources of both time and money are required. In the third and final year of research, there is a great deal more knowledge about new teacher assessment and support issues, but more uncertainty regarding the political will and capacity for change. (LL)