Supports a philosophy of education that requires that the school recognize diversities in students' intelligence, motivation, interests, talents, and backgrounds and that the schools address this diversity by providing a curriculum responsive not only to the students' needs, but also to the needs of the society and economy. (Author/JD)

The Executive Director of the New Jersey Education Association discusses some of the top priorities facing his organization in the coming years. These include educational quality, accountability and testing, tenure, academic standards, and urban schools. (SJL)

Explains zero base budgeting and describes its use at Chemeketa Community College (Oregon). Suggests that better management, improved communication, and more economical procedures can result if all staff members and representatives from the community are included in the budgetary process. Provides a sample calendar. (JG)

The use of Management by Objectives (MBO) for evaluating the public relations, publications, internal and external relations, alumni relations, development, and special events programs of the University of Georgia is discussed. (Author/SF)

An overview and critique, with special reference to independent schools, of the minimum competency testing movement as a solution to the political and educational furor over declining student achievement. (SJL)

Management by objectives (MBO), a participative management process, is discussed with specific reference to helping small colleges deal with enrollment and financial decline. Recommendations for implementation of MBO and some common pitfalls to be avoided are included. (BH)

Higher education is seen as a privilege, not a right. Issues to be considered by trustees include: tenure, contracts in lieu of tenure, accreditation, territorial poaching, and financing of colleges and universities. Educational agencies or institutions that depend on the public's dollar must deliver what they promise and meet standards. (MLW)

Since a new federal policy for higher education may be formulated soon, the author notes that federal policy is necessarily political with the government having to weigh competing claims for its limited resources. Higher education, therefore, has a responsibility to unite in formulating its own policy that will be in the best interests of society.…

Introduction of experimental programs in higher education confronts faculty with problems and possibilities attendant with programmatic change. This article attempts to describe the position faculty has been placed in, as well as the kind of questions they should ask regarding the introduction of alternative study patterns. (Author)

The author contends that the prime danger posed by the trend toward greater accountability is that the responsibility for the outcome of social service intervention may have come to be seen almost exclusively in terms of worker accountability to agency management. (Author)

Campuses across the country have adopted an amazing variety of processes for resolving student discipline cases. This article compares and contrasts some of those processes and highlights strengths and weaknesses of different approaches. (Author/KW)

The current context of policy issues and limits of current state education data systems underscore the need to create new, detailed, and comprehensive school-level data systems. Such data could be used to illuminate policy issues relating to governance, resource utilization, accountability, equity, and adequacy. In this special issue, authors…

The recent examination of the curriculum and examination systems of France and the Netherlands overlooks the real process of creating a national consensus around standards in the Netherlands, balancing local autonomy and national standards. A comment by the original authors acknowledges the implications of the Dutch approach for U.S. standards.…

Discusses teachers' views on state-mandated testing. Data from a literature review and teacher surveys indicate that high stakes, state-mandated testing can lead to instruction that contradicts teachers' views of sound educational practice. Teachers feel that pressure to raise test scores encourages them to emphasize instructional and assessment…

The performance types, concerns, policy values, and models of excellence implied in higher education performance reporting indicators are identified, and the use of performance measures by two- and four-year campuses are compared. (EV)