Effective use of accreditation as it continues to evolve is important to maintain educational quality. How accreditation developed its characteristics, use of standards, and conception of quality are discussed. (Author/MLW)

Integrity of educational standards is seen as best being served by separating the teaching and certification functions. It is argued that the course measured in credit hours lends itself to both financial and academic abuse. (MLW)

Three studies which examine the academic achievement of secondary students in British comprehensive schools as compared to their achievement in selective schools are critiqued. Research problems found in each of the studies are examined. (RM)

Identifies "universal" themes of educational reform reports: improved teacher salaries/teacher quality; more traditional curricula with higher percentage of required courses; higher achievement standards; improved discipline; and stronger school-business ties. Criticizes reports for not tackling problems of principal-teacher authority…

Features a discussion of issues about accreditation of journalism and mass communication programs in colleges and universities, bringing together a historical perspective, an editor's perspective, and an educator's perspective. (HOD)

Examines the pros and cons of accreditation of continuing education programs in the field of nursing. (WL)

The policies and high standards of Simon Bolivar University in Venezuela are related to the general state of higher education in South America. (LBH)

The roles and responsibilities of admissions professionals at 144 institutions throughout the country are outlined. Topics covered include admissions procedures, requirements, test use, prediction, student mix, transfers, academic quality, recruitment, data management, financial aid, projections, and placement. (LBH)

This report describes how progress monitoring--a set of techniques for assessing student performance on a regular and frequent basis--can be an essential and integral part of an inclusive standards-based assessment and accountability system. In order to meet the higher expectations of current standards-based systems, educators need information…

For over fifty years, speaker after speaker ? university presidents, business leaders, Presidents of the United States ? have praised our system of higher education as the finest in the world,but even as we bask in the afterglow of past achievements a starker reality is emerging on the horizon. For the first time in decades the United States no…

Since universal preschool for California is still in its early planning phase, most of the details remain to be decided, including the scope and structure of the program, whether or not it will be coordinated by the public schools, where it will be housed, whether it will be full-day or part-day (with or without wrap-around care), the extent to…

This guidance provides States with detailed information about how best to use and implement alternate achievement standards. The development of alternate achievement standards for students with the most significant cognitive disabilities and their use for making adequate yearly progress (AYP) decisions is authorized under a Department regulation…

The purpose of this science education document is to provide resources and advice for teachers, professional development personnel, and teacher educators to help them implement state standards in Oregon's schools. To move all students to these standards, educators must have an environment where several things occur: (a) all teachers are informed…

To ensure all students have every opportunity to succeed, Indiana adopted world-class academic standards in English-language arts, mathematics, science, and social studies and an assessment system to measure student progress. These standards clearly outline what students should know and be able to do in each subject, at each grade level. This…

This school parent involvement policy is divided into three sections: (1) Development and Adoption of the Parent Involvement Policy; (2) Contents of the Parent Involvement Policy; and (3) Distributing and Revising the School's Parent Involvement Policy. This paper presents the provision of the Section 1118 of Title I of the No Child Left Behind…