This report provides teachers' views of unequal teaching and learning opportunities that are still common in many of America's public schools. It analyzes the responses of 3,336 public school teachers in California, Wisconsin, and New York who were surveyed by Lou Harris and the Peter Harris Research Group. The findings paint a chilling picture of inequitable school conditions where low income students and children of color are too often taught by unqualified teachers, with insufficient instructional materials and a limited supply of textbooks and inadequate technology, in overcrowded and crumbling buildings--with vermin and broken bathrooms. The data show that these substandard teaching and learning conditions are rarely found in public schools where the majority of students come from more affluent backgrounds and have a low risk of school failure. This report concludes that we have a two-tiered education system--one for the more affluent, who enjoy the privileges of a relatively healthy educational environment, and the other for the least privileged, who suffer an educational environment that, in many cases, virtually forecloses their chance of learning. The report points out that the nation's goal is to leave no child behind, but the schools that are available for some children say otherwise. To realize the promise of "Brown v. Board of Education," the National Commission on Teaching and America's Future makes the following seven recommendations: (1) Acknowledge unequal and inadequate school conditions, and marshal the political will to seek solutions; (2) Listen to the teachers and the students; (3) Establish school standards that can sustain quality teaching and learning for every child; (4) Establish funding adequacy formulas based on per-pupil needs in lieu of per-pupil averages; (5) Collect, analyze and use better data for better decision-making, and publicly report on the relationship between school conditions and student performance; (6) Hire well qualified teachers and principals, support them with strong professional communities, and reward them well; and (7) Hold officials publicly accountable for keeping the promise of educational equity. The following 12 sections are included in this report: (1) Executive Summary; (2) Fifty Years after "Brown v. Board of Education": A Two-Tiered Education System; (3) What Must Be Done; (4) What Teachers Tell Us about Our Two-Tiered System of Public Schooling; (5) A Cross-State Summary of Gaps between High-Risk and Low-Risk Schools; (6) A Telling the Story State-By-State; (7) Other Studies Shed Light On Gaps in the Two-Tiered Education System; (8) A Two-Tiered Public School System Is Built on an Inadequate Allocation of Resources; (9) Leaving Students Behind in Factory-Era Schools; (10) Recommendations; (11) A Concluding Statement; and (12) Methodology. (Contains 4 tables and 20 figures.)