What college presidents, deans, and governing committees say about current trends in admissions. (Author)

Standards are the guide, goals and rules that form the basic philosophy and curriculum of an institution. (Author)

An instructor's obligation is to try to implement the institution's grading norms. (IR)

Joint statement of the Philosophy of Education Society and the American Philosophical Association. (CK)

Explores the legal ramifications of student retention, citing several court cases from the last several years. Concludes that courts have generally steered away from academic issues except where a school has acted in an arbitrary, capricious, or discriminatory manner. (Author/WD)

In order to keep student athletics in a proper perspective to the complete educational program, principals must make clear their emphasis on scholastic endeavors. This article suggests several ways a principal can promote positive attitudes toward and among high school athletes. (WD)

Presents some steps the superintendent can take to encourage academic excellence in his/her district. Provides guidelines to use in working with a curriculum committee. (IRT)

A panel of coaches, sports writers, and a high school principal discusses the causes of and remedies for recent scandals in intercollegiate athletics. (IRT)

Nine standards for awarding graduate credit in physical education are presented. (MJB)

Program evaluation criteria can be derived internally (from the program and institution) and externally (from the field and accrediting agencies). Criteria should be explicit, functional, and applicable to the full range of possible programs. (SK)

Academic rigor has been viewed as an educational monster and so it is if defined in terms of lockstep curriculum, harsh discipline, and useless rote learning. Rigor in its best sense means challenging each student toward individual excellence. This kind of rigor should be welcomed. (SJL)