Basic skills being taught are often unrelated to skills required by new technologies. Teaching obsolete skills in minimum competency programs is useless, even racist. The concept of basic skills changes with emergent technology. Sound instructional systems require meaningful philosophy, goals, and awareness of the findings of developmental…

Text from a speech delivered by the past president of the Association for Supervision and Curriculum Development declares that a liberating education offers students abundant knowledge, that content by itself does not liberate individuals, and that individuals employ knowledge in their own liberation. (MLF)

Relates the procedures and findings of a study of minimum competency programs (MCPs) in four Ohio school districts, focusing on: (1) operational definitions of MCPs; (2) the effects of MCPs on student achievement; and (3) the usefulness of the evaluation model used in the study for local evaluations. (AYC)

An essential element in establishing educational equity is the use of educational testing and standardized norm-referenced tests, in particular, to identify and analyze problems in school effectiveness. The performance of children from low-income families is the best indicator of school response to minimum skills needs. (CM)

Argues that content area teachers should assume the major responsibility for preparing students in the areas commonly assessed in minimum competency tests. Sets forth four problems in convincing content area teachers to assume this role and offers techniques for persuading them to do so. (FL)

Suggests a procedure for vocational counselors to gather information about necessary entry-level skills and individual teaching styles in vocational programs. Discusses applications to vocational guidance with special needs students. (RC)

Stresses that both teachers' experiences in writing projects and the work of educational researchers support a "romantic" attitude toward writing in opposition to the back-to-basics and drill approaches. (JL)

Reviews the principal's role in instructional accountability, management systems, communications, remedial programs, teacher inservice programs, teacher recruitment, and testing. (Author/WD)

Negative implications should be assessed before extending preservice education programs. Although a longer, more demanding professional program would have a positive effect on the professional status of teaching, it may also discourage qualified applicants who are not interested in spending five or six years in preparation for a relatively low…

Discusses two reasons why the state of writing performance may worsen when, beginning in 1983, Tennessee high school students must pass a proficiency test as a condition for graduation; reasons are the objective nature of the test and the language performance objectives which the test proposes to measure. (NEC)

There exists a controversy as to whether or not minimal competency testing in the area is a sound educational practice. A review of reading research in three areas, developmental reading, functional reading and recreational reading was conducted to provide data relevant to the controversy. (RD)

Describes a group education plan for school districts and an individual education plan for the disadvantaged learner, as developed in New Jersey. Elements discussed include formulation of the group education plan and implementation of the individual education plan. (CT)

Focuses on methods for the development of a comprehensive library skills program, the identification of appropriate instructional strategies, and the continuing education of librarians. (Author/LLS)

Presents a list of objectives drawn from results of a questionnaire sent to secondary and college chemistry teachers to indicate which ideas or concepts should be required of every student completing a secondary level chemistry course. Reviews rationale for the study and lists statements used in the questionnaire. (SK)

This article attempts to provide British educators, who face a similar trend, with a synthesis of some major developments in the Accountability in Education movement in the United States. (Author/SJL)