The survey of potential student interest in the Unified Studies Program began February 3, 1974 and continued through March 11. The program was aimed at undergraduate students who were not formally at Boston State College on a full-time basis. Survey returns covered: (1) potential students; (2) source of participating students; and (3) students…

The concept of accountability, or fixing responsibility for outcomes in education, is not new. As far back as 1912, administrators were responding enthusiastically to the idea of assessing teacher performance by objective criteria. Currently, the focus of the accountability movement is on evaluation. An evaluation procedure that would assist in…

Until recently, the use of contingency contracting has been largely an issue of theory and discussion with little experimental research evidence gathered to support efficacy. Two major reasons for this problem are suggested and discussed: (1) the concept of contingency contracting has not been adequately defined nor its minimal requirements…

The use of reciprocal behavior contracts with families of behavior-problem adolescents was investigated. Most family contracting to date has involved one-way contracts; that is, the child agrees to certain responsibilities for which he will be reinforced by the parents. A reciprocal contract requires the parents, in addition to the child, to agree…

Since the norm-referenced grading system produces a student-teacher conflict situation, a climate and grading system conducive to supportive interaction seems desirable, especially in an interpersonal communication course. This can be accomplished through contract grading, in which the instructor defines the contract components and the student…

Examined are the development of the concept of accountability in American education and the application of accountability to the field of special education, with particular reference to special education in rural areas. Accountability is defined as meaning that the schools will be held accountable for producing results. Elements of a program of…

Briefly traces the history of science curriculum development in the United States. Explains learning contracts and mastery learning as two techniques for humanizing science instruction. Summarizes the main objectives for science teaching, the rationales, and the claims that must be satisfied. (GS)

Reviews the literature on the nature and scope of cooperative agreements and contractual relationships between community colleges and other public and private institutions and organizations. Finds no generalized set of conditions or functions for contractual or operational agreements. Identifies benefits of such relationships. (DMM)

Details strategies used by community colleges to successfully manage the financial risk inherent in performance contracting. Compares the results of training under the Job Training Partnership Act and California's Employment Training Panel from the perspective of a college administrator. (AYC)

Teachers can motivate students to read by offering choices. Ideas for developing a contract strategy for reading are discussed. Optional activities and contract terms for both average and above average students are suggested. (DF)

Examined the specific and generalized effects of contractual agreements on a childhood recollection task (N=131). Results showed that students who signed a written contract complied significantly more to the specific aspects of the contracted task than did verbal agreement subjects and controls. (Author/LLL)

A department chairman from Denison University offers a reminder that to educate means to lead or guide, rather than what teachers have mistakenly believed or practiced. Various pressures for professorial role change are cited, including the Dalton Plan and contract learning. (Editor/LBH)

Criticisms of grading systems are discussed and a variation on the contract system is presented as an alternative. Students select types of assignments they wish to attempt as a "menu" and requirements are stratified according to student skill and experience level. (ND)

Opportunities should be made available for students to design their own field experiences with the use of learning contracts. This approach affords the student flexibility, emphasizes initiative and involvement, and aids in the resolution of the problem of school-to-work transition. (Author/JDS)

Kalamazoo has demonstrated that a comprehensive, performance-based system of administrator evaluation and accountability can work wonders. (Author/WM)