Economics can help formulate clear and answerable questions for assessing educational performance and the use of resources, but the economist can also identify wider issues of power and control. The British educational system is a producer-dominated system with great monopoly power, limited by resources; its implications are noted. (Author/MSE)

The fundamental assumptions of evaluation are recognition of the multiple realities or truths, and importance of rationality. The major roles of evaluation are critical examination, clarification, and facilitation of change. Finally, the evaluator should be aware that political, human, economic, and legal influences on an evaluation relate…

After a comparison of institutional autonomy and government influence patterns in Australian and United States higher education institutions, it is concluded that variety in balances is possible and does exist. These balances can be altered to suit state needs and also free independent institutions for their own purposes. (MSE)

Some suggestions for state agency action to restore, maintain and augment quality are provided. They include upgrading minimum standards, monitoring programs at military installations, providing planning and coordination emphasizing quality, raising questions about goals and outputs at each institution, and encouraging interinstitutional…

An independent consultant retained for a school building project will monitor, troubleshoot, and see that the proper project management is being performed by the architect, engineer, and contractor. (Author/MLF)

The first of two articles on accountability in British education, this article examines studies that explore the relationship between organizational structure, process, and outcome. (Author/IRT)

Federal guidelines are detailed and specific as to what data are needed for full-cost accounting by school districts participating in federally funded school food service programs. (Author/MLF)

A survey was conducted to examine the role of state school psychology organizations in advocating for and monitoring the ethical practice of their members. Results revealed that 76 percent of the responding organizations had adopted a code of ethics, while only 43 percent had instituted due process procedures. (Author)

Outlines four areas in which parents, teachers, and communities can work together to improve teacher performance: teacher recruitment, the quality of principals, assistance to classroom teachers, and a shift to a philosophy of shared responsibility for education. (Author/IRT)

Faculty performance and vitality are perennial issues that should be clearly linked to revitalized or reaffirmed institutional missions and to shared commitments to institutional excellence. It is suggested that there must also be institutional concern for faculty and the quantity and quality of students. (MLW)

Educational psychology must develop precise definitions regarding curriculum, clientele, research needs and emphases, and accountability. (LH)

Presented is the viewpoint that school, home, society, and the individual child are all accountable for the quality of education being received by today's students, that teachers alone cannot accept the full responsibility for students who will not learn, and for circumstances over which they have no control. (KC)

The text of a conversation with a Florida special education administrator explores such aspects as the skills that are being tested, how standards were derived, the effects of testing on curricula, special diplomas, and the improvement in scores noted in the second year of the testing. (DLS)

A survey of 78 high school teachers indicates skills related to communicating evaluation information and assessing cognitive achievement are most desirable and useful. Skills related to the statistical analysis of evaluation information were rated least useful, indicating a need for the inservice training of teachers in measurement and evaluation.…

Minimum competency testing is not so much an educational movement as it is a power struggle. State legislatures will be the winners; teachers and poor students the losers. (Author)