During the 2004-05 school year, SRI International, an independent research firm, launched a fourth comprehensive round of data collection. They conducted analyses of statewide teacher data to follow trends in teacher distribution over time and to document changes in California's teacher development policies and programs. They also collected original data in four teacher labor markets, visiting multiple districts in the same geographical region that draw on a common pool of teachers. In a total of 10 districts, they interviewed district officials, school administrators, and other school site leaders to determine how access to and use of available labor market data, formal policies (e.g., collective bargaining agreements, salary schedules), and practices (e.g., working conditions, instructional support) affect the hiring, distribution, and assignment of teachers at both the district and school levels. In addition, they interviewed teachers to learn how they chose their district and school and received their teaching assignments, and what kind of instructional supports are available to them. They also examined key contextual factors in each site, including local responses to the Williams settlement and the impact of NCLB on hiring and assignment practices. Lastly, They reviewed collective bargaining agreements (from the 10 case study districts and 7 of the 10 largest districts in the state) and interviewed union leaders in the case study districts to understand transfer and assignment policies. The findings from these data collection efforts are the basis for this report. The following are appended: (1) Teacher Development Policies; (2) Technical Information for Selected Exhibits; (3) Data Collection Methods and Analyses; and (4) Teacher Assignment Policies. (Contains 41 exhibits.) [Additional funding provided by the William and Flora Hewlett Foundation and Washington Mutual.]