In light of revised standards for Oregon's public elementary and secondary schools, this manual suggests guidelines for school districts to follow in implementing new state rules regarding high school graduation requirements. The manual gives particular attention to the new rule concerning unit of credit requirements. An excerpt from the new state…

Revisions in standards for Oregon's public elementary and secondary schools have led to changes in state requirements governing high school graduation requirements. This manual suggests guidelines for school districts to follow in granting diplomas or alternative awards. It discusses the meaning of a diploma under Oregon law, school districts'…

Activity and interest in competency-based education are growing. As of March 1978, some type of competency-based education requirement had been instituted in 34 states. Many recent changes in American society are affecting competency-based education. For example, today's learners are likely to be lifelong learners, but their learning may be…

THIS DOCUMENT IS IN THREE PARTS--(1) GENERAL INFORMATION ABOUT THE STATE UNIVERSITY INCLUDES ADMISSION POLICY, APPLICATION PROCEDURES, TRANSFER OF CREDITS, HOUSING VISITATION PROGRAM, AND FINANCIAL ASSISTANCE PROGRAMS. (2) THE GENERAL UNIVERSITY GRADUATION REQUIREMENTS ARE DESCRIBED, AND, FOR EACH WASHINGTON COMMUNITY COLLEGE, ACCEPTABLE COURSES…

This document is in three parts--(1) general information about Washington State University, including admission policy, application procedures, transfer of credits, housing, visitation program, military training (ROTC), and scholarships and loans; (2) the general university graduation requirements and, for each Washington community college,…

Among freshmen who entered the City University of New York (CUNY) in fall 1970, about 60 percent of the senior college enrollees and 41 percent of community college students were still enrolled or had graduated 3.5 years later. The retention-graduation rate of students with stronger high school averages was slightly higher than for those with…

Discusses the minimum competency movement and suggests standards for constructing and implementing exit competency requirements. (MKM)

Describes a survey project for use in sociological research methods courses. The project is built around the American Council on Education's Freshman Survey, and provides instructors with valuable opportunities to design panel studies focusing on the experience of the students over their college years. Claims that the suggested project reduces the…

Portland (Maine) Regional Vocational Technical Center conducted an integrated studies research project to identify and validate the academic skills and conpetencies embedded in its vocational programs. Recommendations were made to award integrated studies credit for vocational curricula that develop specified competencies in mathematics, social…

The Better Schools Program began in 1984 throughout Tennessee. This 10-point program improved achievement by emphasizing basic skills, computer skills, increased math and science requirements, special programs, and a redefinition of vocational education. Sensitive issues such as year-round schools and incentive pay for teachers have been…

Describes a pilot project in applied academics that involved hiring certified mathemathics and science instructors so that students could obtain academic rather than vocational credit for material that vocational instructors had previously taught. (JOW)

The article reviews minimum competency requirements for handicapped students in the 39 states which have set minimum standards indicating a range from total exclusion of handicapped students from the testing program to required participation with no modifications. It is suggested that separate minimum standards be defined for special education…

Discusses the advantages and disadvantages of oral examinations of advanced degree candidates. Looks at examiners' attitudes and the kinds of questions which should be asked. Suggests that a fair oral examination ought to include factual as well as nonfactual questions and argues that many factual questions can be justified. (SED)

Describes a senior year program involving minicourses, career exploration, and a tutorial program that helps students bridge the transition from high school. (MD)