This letter from Seymour Heyman, Deputy Chancellor of the City University of New York, answers on a point-by-point basis the criticism leveled against the open admissions policy of CUNY by Evans and Novak in an article in the Washington Post. The letter identifies "the utterly baffled freshman" as a newly arrived student from Greece with…

Criterion-referenced measurement has been hailed as one of the most significant developments in the recent history of educational evaluation. Its presence should be felt in the social studies over the next few years. The first part of the paper illustrates the differences between criterion-referenced and norm-referenced measurement--purpose for…

The politics of assessment in New Jersey are examined in this study. Two basic questions addressed are: (1) what roles did competing interest groups play in the development and utilization of statewide assessment? and (2) has the controversy over the Educational Assessment Program (EAP) changed the impact of any of these groups on the future…

Suggesting that small liberal arts colleges create problems for themselves by not really offering a liberal education, the author challenges them to determine whether they are really committed to liberal education and then to proceed with an acknowledged sense of purpose. (JT)

The history of requirements for teacher certification in California from 1860 is examined. Specific issues which have arisen in connection with the 1961 Fisher Bill and the 1970 Ryan Act are analyzed.

Points to weaknesses in the current educational system and outlines proposed standards and curriculum requirements for an ideal program for English majors. (GT)

In this interview, Peter Newsam, the education officer for the Inner London Education Authority, which operates government-financed schools in London, describes some of the problems facing the London schools, such as declining student achievement, increasing student violence, incoming immigrant populations, and rising parent aspirations. (WI)

The increasing use of nonaccredited educational contractors by accredited colleges is addressed. Some of the issues discussed include consumer complaints, the quality of services provided, awarding of credits, and accredition concerns. (JMD)

The two published histories of the North Central Association of Colleges and Schools trace the decisions and actions taken throughout the past 82 years of the association's efforts to provide leadership in education. Describes the two NCA accrediting commissions: the Commission on Schools and the Commission on Institutions of Higher Education.…

During the last year, Alameda County Office of Education has contributed much of its creative energy to the field testing of a process to generating competencies that encourages school community cooperation. The process was tested in San Lorenzo Unified School District. Describes how it was done through a series of meetings involving students,…

Suggests that there is an ever increasing need for universities and their teachers to work out and subscribe to a code to guide their conduct. (Author/RK)

One would not buy an automobile, a television set, or a gallon of paint without expecting some type of guarantee in return. Public school systems have a similar right to expect a certain level of performance from the graduates they hire from teacher-training institutions. Describes the teacher warranty program, its objectives and prerequisites to…

Just as the Grey Squirrel and the Little Owl were brought to England by well-intentioned enthusiasts so also are well meaning educational enthusiasts anxious to import attainment tests from America. In the former case the results were disastrous for ecology and this research stresses some of the lessons to be learned from the American experience…

Comments on a report released in October, 1975, by the U.S. Office of Education on the inability of 20 percent of American adults to function effectively in their daily duties and activities. (Author/RK)

A random sample of instructors (N=20) indicated that phenomena such as academic grade inflation, erosion of academic standards and student achievement levels, and too little emphasis on cognitive learning have to some degree been the consequence of many so-called innovative programs. (Author)