A critical review of the widespread acceptance of accountability, pointing out that accountability is plagued by difficulties with measuring learning, with lack of research evidence to show that it benefits students, and with few plans for formally evaluating these models on a pilot basis before plunging ahead. (Author/JM)

Teachers are responsible for pupil progress-when they do make progress. Author asks who is responsible when they do not progress and offers some suggestions. (Author/RK)

What should be known about this testing technique - where the tests come from, who uses them, how they use them, and why. (Author)

The impingement of the colliding trends toward accountability and collective bargaining on formal administrative authority and informal teacher control within schools will result in a dual authority structure Argues this proposition through an analysis of existing control patterns and speculates on ramifications of the emerging structure. (Related…

Presents an educational service model intended for the successful operation of a secondary guidance and counseling program within a highly decentralized school system. (Author/RK)

Standing at the vantage point of the 1970s, the author looks back at some of the studies produced in the sixties, calling education and educators to task for the failings of the teaching-learning process in the inner city. (Author/JM)

Until both public and profession look on evaluation as an important, continuous activity in bringing about instructional improvement and an integral part of the instructional process itself, and until this view is reflected in the allocation of talent, time, and money, evaluation will continue to be an ineffective tool at best. (Author)

By securing a network of variables related to cognitive outcomes, we may emphasize important behaviors that are adjuncts to learning and mitigate measurement problems of the performance contract. (Author)

In this article the School (representing all levels) speaks out on its problems. A contrast of views is developed between the School and Joe, a typical American male of 47 years, alumnus, taxpayer, voter and community policy maker. (Editor/MB)

Author concludes that paraprofessionals can be effective in teaching children, and that a participatory educational approach from the bottom up may be much more meaningful than the hierarchical downward oriented bureaucracy. (Author/MB)