The growth of the upper-division college as a corollary to the community college merely makes explicit a fragmentation of American higher education that has been under war for a generation, with little consideration of the consequences of this fragmentation. One risk is that racial and ethnic stratification will be perpetuated. (DM)

Author supports, with philosophical reasons and statistics, the continuation and improvement of the predominately black colleges. (Editor)

The wastage rate in polytechnic degree courses is greater than that in comparable degree courses in British universities. (Editor)

Evaluates books by H. F. Kearney, R. L. Greaves, I. Berg, and P. Bourdieu and J. C. Passeron as inadequately analyzing the problem of preserving high culture from dilution and eventual decay in the crisis of mass higher education, while opening American society for upward mobility from below. (JM)

Reviews Miami-Dade Community College's four-phase student flow model, which involves admission and assessment; advisement and counseling; competency monitoring via the school's academic alert support, supplemental educational services support, academic progress support, and advisement graduation information systems; and the Emphasis on Excellence…

Argues that the present concern about students' declining achievement in English is neither a new phenomenon nor one based on fact, but is, rather, part of the perennial dissatisfaction with the younger generation. (MM)

Many athletes are filing court suits alleging that schools have exploited their athletic abilities and ignored their educational needs. The National Collegiate Athletic Association solution to the problem of exploitation is higher academic standards. (SR)

A panel of eight educators responds to the National Commission on Excellence in Education's recommendations that all students be required to take four years of English; three years of mathematics, science, and social studies; and one-half year of computer science. (MLF)

Describes how Chicago turned six of its elementary schools into language academies featuring voluntary integration, foreign languages as the core curriculum, and high academic standards. Examines achievement scores, parental attitudes toward the schools, methods of teaching foreign languages, and the students' ability to listen. (CT)

Based on personal experience, suggestions are given for academic and administrative policy regarding curriculum for the interim term in a 4-1-4 college calendar. Specific potential mistakes are outlined, as are specific recommendations for using the interim term to strengthen the college's academic program. (MSE)

Critiques University of California admissions policies. Presents a proposal for student selection which includes a formula for readjusting GPA giving bonus points for "solid" classes and advanced placement on honors classes. A score based on students' personal composite would also be included and a bonus for disadvantaged students. (RC)

An annotated bibliography concerning proficiency development in schools identifies sources which focus on the identification and development of basic skills. Topics explored include: (1) issues and definition in proficiency development; (2) assessing the state of proficiency development; and (3) instructional techniques and programs. (JN)

In a reaction to an article by Chester E. Finn, Jr., it is contended that federal dollars have provided the essential margin that makes for quality and gives institutions more independence. Loss of federal dollars would not be taken up by the states or the private sector. (MLW)

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)