In recent years, federal education programs and policies have increasingly focused on teacher quality as a means for closing achievement gaps, in part by directing states to measure teacher qualifications and performance and to promote equitable access to qualified and effective teachers among schools within a district. Federal policy now encourages annual evaluation of teachers using measures of both student achievement growth and teacher practice among at least three performance levels, in contrast to two-level rating systems in which "satisfactory" ratings are often provided to nearly all teachers. This report provides a broad overview of state efforts, as of the 2011-12 school year, to monitor equitable access to qualified and effective teachers among schools; develop and adopt multiple measures of teacher performance to rate teachers among at least three performance levels; and implement targeted strategies for promoting equitable access to qualified and effective teachers. This report uses the following definitions: 1) "measures of teacher qualifications" include "highly qualified teacher" (HQT) status, as defined in the 2001 reauthorization of the "Elementary and Secondary Education Act of 1965 (ESEA)," as well as years of teaching experience; 2) "measures of teacher performance" include measures of student achievement growth and/or teacher practice; and 3) "multiple measures of teacher performance" refer to measures of both student achievement growth and teacher practice. [For the full report, see ED583554.]