The article measures the impact of high school resources on women’s educational attainment and earnings. No link emerges between education and school resources—as measured by the pupil‐teacher ratio, spending per pupil, teachers’ starting salaries, or books per student. For white women, no significant connection between school resources and wages is found. But school inputs are in several cases significantly and positively related to black women’s wages. Wage elasticities with respect to school inputs are uniformly larger for black women. Finally, the impact of school resources on earnings remains constant or in some cases weakens as workers grow older.

The labor supply decisions of certified elementary and high school teachers are examined using data from a general longitudinal survey. A significant decrease in the teaching participation rate takes place over time after teacher certification. Previously unavailable marital and fertility variables provide new insight into reasons for this decrease. Descriptive statistics indicate that high‐ability teachers choose to teach a smaller proportion of time than other teachers. A dynamic, discrete‐choice model, which accommodates Serial Correlation in the wage process for teachers, is used to analyze responsiveness of the overall sample and different types of teachers to two potential types of wage increases.