Educational policy issues must be seen as statements of intention, with the practice issues of accountability kept separate. Accountability should not be juxtaposed to school improvement. Instead, accountability should be defined broadly as doing the things that improve practice so that the intended results can be achieved. If there is no balance…

This report on transition services for students with disabilities in Nebraska schools begins with an outline of the development of transition programming as part of special education services, noting federal legislation in this area and the importance of intra-agency and inter-agency cooperative agreements. The role of career education in the…

This series of three brief articles, written by the Nebraska commissioner of education, addresses schools for the future. It proceeds with two assumptions: (1) all students can learn and can learn at much higher levels than they are now doing; and (2) schools should be ready and able to teach all kids. The first article addresses, generally, the…