This analysis of data from the 1999-00 Schools and Staffing Survey examined the 50 states and District of Columbia on their progress toward improving teacher quality. States were evaluated on the extent to which they assessed teachers, whether they had less out-of-field teaching, and how they prepared and developed teachers. Results indicated that few new teachers felt very well prepared, and many had little practical experience before they began teaching. New teachers in the southeast were more likely to participate in induction programs and receive extra support than their counterparts nationwide, although the levels varied significantly from state to state. Teachers in the southeast reported mixed results about working conditions. They were more likely to use standards and test results to frame their teaching than their counterparts nationwide, though significant numbers said they did not receive the results or did not find them very useful. These teachers felt that they did not receive the necessary support to teach students with special needs. Finally, teachers in the southeast were less satisfied with their jobs and less likely to remain in the profession than their counterparts nationwide. (Contains 13 endnotes and 17 tables.) (SM)