The authors of Statewide Reallocation through Program Priorities'' respond to the preceding commentary. (PG)

No issue in higher education is more fundamental or troublesome than the trend to statewide coordination. (Editor)

The author comments on the preceding article on statewide coordination in higher education. (PG)

The author analyzes the problems of state agency and institutional interaction in efforts for statewide coordination of colleges and universities. He discusses institutional autonomy, government involvement, accountability, and national pressures, concluding that some conflict can be constructive in producing a system of checks and blances. (JT)

The development and results of a study of state higher education executive officers concerning the office's varied structures and responsibilities, the characteristics of the officers, and the status of the office with regard to the state government and the institutions are described. The need for further inquiry is emphasized. (MSE)

It is suggested that institutions, professional programs, and accrediting agencies would be better served if the staffs of statewide governing boards were more involved in the accrediting process. This opinion is shared by administrators in central offices of multicampus college and university systems, but institutions and accrediting agencies…

An examination of the function of state boards for planning and coordinating higher education concludes that they will have a more difficult task in the future of preserving their autonomy and protecting higher education while responding to economic and political necessities. (JT)

Four years after the establishment of the Maryland State Board for Higher Education, its structure, authority, and problems are outlined and the agency's ability to cope with current higher education problems in the state is discussed. Problems include declining enrollment, school closing, program duplication, accreditation, and financing. (MSE)

In the past two years, 26 states have established task forces to study issues of quality, mission, efficiency, governance, access, and financial support and arrive at some new solutions. What separate these initiatives from previous ones are their magnitude and scope and the resources used. (MSE)

Classroom teachers are the most important element in school reform. Maryland's efforts to redesign teacher education involve a partnership between the state university system, chief higher education officer, and school superintendents and are designed to facilitate a seamless system of K-16 education, recognizing that schools must have rigorous…

Many problems related to enrollment declines and demographic changes, it is argued, will need resolution at the state level by the decisions and recommendations of statewide planning agencies. Common duties of coordinating boards are characterized as planning, budget review, and program review. (MLW)

The nation's experience with ethnic and racial minorities is being radically redefined in California, where demographic shifts are being addressed more effectively by the business community than by higher education. The University of California and the state's public education system are gradually coming to terms with their responsibility for…