School districts need a comprehensive, long-range blueprint for their total operation. The goal-competency-objective hierarchy allows them to become systematic in design and operation. (Author)

The intent of the authors here is to assist professors of school administration by presenting a planning framework in which the type and level of learning desired can be matched with the most appropriate and effective processes for attaining that learning. (Editor)

Many would-be reformers have become so entranced with educational standards that they fail to recognize accompanying problems, such as optimal generality and subordination levels. There is really no difference between instructional objectives and content standards. Other perils of content standards include inadequate descriptive vigor,…

Analyzes the positive and negative features of mastery learning and its place in competency-based education. (Author/WD)

Competency-based graduation requirements provide students with a meaningful diploma, reduce illiteracy, and provide a system of quality control for schools. (Author)

The authors review the background of competency-based education (CBE), discuss its merits and drawbacks, and cite recommendations from the National Association of Secondary School Principals. (DS)

Previews the findings of "A Study of High Schools," cosponsored by the National Association of Secondary School Principals and the Commission on Educational Issues. Offers overall impressions of field visits to high schools and suggests eight principles by which high schools should be restructured. (JW)

This brief discussion of basic administrative postures may help principals direct their schools' efforts to cope with minimum competency regulations. (Author)

Competency-based educational programs are here to stay. Here the author describes the program underway in his school system. (Editor/RK)

Although most teachers are aware of documents identifying standards in their subject areas, few know about "external" standards documents or the standards movement as a whole. Despite impressive lists of content standards, U.S. educators lack direction due to four major problems: multiple documents, too much information, controversial content, and…

Setting high standards will not cause excellent student performance. Standards must be set for the everyday work teachers expect of students. Work-design standards are needed to protect students from pointless teacher-generated work. Greater coherence and focus for learning will occur if secondary schools are designed backward from worthy tasks…

Administrators can structure successful transitions to standards-based curriculum and performance assessment. By thinking about this reform initiative's implications, building opportunities for thoughtful experimentation and dialogue, and anticipating dilemmas teachers might encounter during experimentation, administrators can design responsive…

The author describes the Predischarge Education Program (PREP) developed by the Department of Defense as a competency-based high school completion program for military personnel. (DS)

The 1996 National Assessment of Educational Progress showed progress in all three grade levels compared with 1990 and 1992 studies. The national standards developed by the National Council of Teachers of Mathematics and the National Research Council will continue to provide guidance for modifying math and science education. Educators must fully…