Discusses teacher assurance program implemented by Eastern Washington University Department of Education which guarantees its graduates will perform to classroom expectations. Four evaluative measures are discussed in terms of the teacher education program and students: credibility, student marketability, accountability, and program feedback. (DST)

Argues that overreliance on standardized tests contributes to the deterioration of educational standards, teacher passivity, and lack of student involvement in academic studies, thus undermining democratic education; lists several alternatives to standardized testing. (MCG)

Courts have not recognized claims of "educational malpractice," though they have held that such a claim could be formally pleaded with liability precluded by public policy considerations. A 1984 New York Court of Appeals decision in "Snow vs. State of New York" may be the initial breakdown to the barrier of public policy…

Discusses the necessity of a home-school partnership in improving schools. Sets forth obligations of both schools and parents in such a partnership. (FL)

Decrying dependence on "helping professionals," the author maintains that people absolved of responsibilities for their actions are willing to give up their independence. Prevalent psychological approaches to parenting and to treating students' behavioral and academic problems are criticized, and the common-sense solution of holding students and…

Factors common to the budgeting process in all institutions and influencing the degree and quality of faculty participation are outlined, including governance, budget cycles, levels of review, expenditure plans, sources of revenue, and hidden costs. Suggestions are given for enhancing both the substance and the timing of faculty participation.…

Outlines the objectives and responsibilities of state and local education agencies and urges their cooperation so that children will receive adequate nutritional benefits and develop into productive citizens. (MLF)

A model of evaluative procedures for teachers, intended to assist teachers in meeting demands for accountability, was developed and researched by teacher educators in California. (GW)

The issue of accountability calls for the increased use of the client's perspective in gauging agency effectiveness. The author emphasizes the importance of these viewpoints but discusses the problems in obtaining them. (Author)

The author outlines the history of American innovations in education, the new critical attitude of students and public toward the present educational system, and the changes taking place in Michigan public education. (MB)

The author presents selected highlights of a February 1976 survey of Colorado senior high school teachers citing problems of student behavior, new methods, the status of local accountability committees, and problems of beginning teachers. (MB)

The author defines a new role for student affairs professionals, Student Development Activists (SDA) who act as co-partners with the faculty and work for instructional reform. (Author/HMV)

The issue covered in this paper involves accountability, an issue that has been discussed almost entirely in terms of adequate instruments for measuring learning and teacher effectiveness, rather than in terms of philosophical assumptions. (JD)

Recent issues in higher education suggest that universities are on the defensive, and that the educational community will be better served by trying to set a new agenda with the public. Two topics for this agenda are offered: the loss of a common perspective and the relationship of people to institutions. (LBH)

In studies relating teacher effectiveness and student achievement, the establishment of empirical relationships between teacher behavior as an independent variable and student behavior as a dependent variable is essential. Problems concerned with instrumentation, methodology, and statistics of such research are discussed. (BT)