Offers interpretations and expectations of the new accountability and examines its parallelism with accreditation and the implications to be drawn from this. (RB)

Suggestions for controls and restraints that need to be taught along with the three R's if education is to be meaningful for today's youth. (RB)

Article describes what it was like to be a faculty member at New York University in the middle 1950's. (Editor/IR)

A study of countercultural communities and those who sustain radically new ways of life. (Editor/IR)

State and community colleges should widen their admissions and remedial policies to admit the deprived minority, rather than force the lowering of academic standards of intellectually excellent institutions and deprive the eminent scholars and students of the stimulating educational experience they need. (IR)

Emphasis is placed on the need for effective coordination of State and national agencies in this discussion of likely alternative methods for accreditation of teacher education programs and institutions. (JH)

Tested academic achievement can no longer be the sole means of advancement or privilege. (IR)

Contends that a pervasive relativistic philosophy, emphasizing supremacy of self-interest and self-expression and eliminating "middle-class values," upgrading, and standards, underlies the serious problems in American public education. (SK)

American society and culture is seen as being in an educational reform movement. Fresh ideas, renewed commitment to educational standards, rising expectations for teacher competence and student performance, impatience with trendy innovations and flabby practices, and a faith in the importance of high quality education are discussed. (MLW)

The relationship among financial aid, academic attrition, and student ability is discussed. With the assurance that no one was more equal than another, quantitative access resulted in a leveling process--the new game became mediocrity, not meritocracy. (MLW)

Explores the meaning and goals of the associate degree. Argues that community colleges must be dedicated to the goals of helping people feel, think, and act, and that trends toward more stringent standards, higher levels of required proficiency, and more emphasis on general education are worthwhile directions. (CRB)

Mastery learning strategies and criterion referenced measurement tools perform a selective function in the classroom. The selective approach within the philosophical role of schools is discussed in terms of limited educational employment, competition, talent distribution, and the suggested attributes of good testing. (CM)