The minimum competency movement is a national response to concern about a supposed decline in standards in the nation's schools. This article addresses some vital questions about the movement that have been left unanswered. (Author/RK)

Attempts to present an overview of the accountability models presently being considered, along with their shortcomings. Gives major criticisms of the accountability movement and develops a model of accountability that would be most workable, given the state of the art for meeting educational and statistical criteria necessary to evaluate and…

The status of American higher education is examined in this essay, with focus on such issues as institutional autonomy, the role of advanced education in society, access, and accountability. (LBH)

Differences between the roles of a corporate administrator and a college president are reviewed and related to the role of an effective trustee. It is noted that accountability demands affect institutional autonomy and that trustees must become more involved in policy-making to protect the academic freedom of colleges and universities in the…

Discusses the position of the arts in the school curriculum, the different attitudes held by parents and administrators on basic education versus art education, and the growing attitude of educators that the arts are fundamental to the entire educational curriculum. (RK)

At present 27 states have responded to the demand for basic education by mandating a new emphasis on accountability for their educators toward minimal competencies, usually in the three R's. Here is an examination of what is being requested, whether this is consistent with our own concept of education, and what basic skills students should have.…

An education reporter who took a leave of absence to observe competency-based education writes about his findings, which include both support and criticism of competency-based programs. (MF)

Voluntary funding organizations face increasing public demands for accountability in the use of funds. This article presents a model for evaluating the effectiveness of agency programs and discusses its applicability to the process of allocating funds. (Author)

Analyzes the effects of quantity of schooling on achievement. The author concludes that, contrary to earlier findings, quantity of schooling is not of great practical importance for achievement. Additional research is called for. (Author/DB)

The outlook for American legal education is examined in this speech. It is noted that university law training ought by definition to be intellectually based and humanistically motivated, but it is these aspirations that are today being challenged. (LBH)

Outlines the management-by-objectives process used to monitor, train and develop personnel in a youth service project. (BR)

Using a competency-based approach, the authors propose that schools prepare students for practice, after which agencies accredited by the profession would teach the student to practice, with final certification of competence in practice resting with a public-based licensure board. (Author/LBH)

Suggests that the demand for accountability is well taken provided that those who design programs and those who assess them are also held responsible. Theory and practice, including evaluation are to be reviewed in reciprocal relationship to each other. (Author/AM)

Outlines a comprehensive curriculum development model intended to define the school board's responsibilities in curriculum development and to ensure that the curriculum meets the needs and interests of all the publics to which the board is accountable. (JG)

A coded recording system used in conjunction with student research and field placement courses is shown to contribute to ending the long-standing estrangement of research from practice in undergraduate social work education. It can contribute to making research relevant to practice, among other benefits. (Author/LBH)