The key to clarity and accountability is to structure the schools so that their goal is clearly the purpose for which they are instituted. The concept of "adult competency" can clarify education's purposes. (Author/MLF)

Describes the Florida Educational Accountability Act of 1976. The purpose of the act is to validate the high school diploma, thereby improving the quality of public education and eliminating the continued need for social promotion. (Author/MLF)

In response to public outcry for higher academic standards, schools have considered imposing no-pass/no-play rules governing access to extracurricular activities, particularly athletics. This article examines justification for imposing the C-average rule from an educational psychology viewpoint. (MLH)

With accountability came the rush to develop behavioral descriptions of learning for students and to hold the teachers accountable for results. Now we realize, the author states, that the distinctive behaviors of principals are those that affect the continuing development of teacher competencies. (Editor)

Evaluation of the principal is in great demand in this era of accountability. The author suggests that principals take an offensive position by developing their own evaluative criteria. (Editor)

Examines and rejects nine reasons given by educators for opposing externally designed tests. Suggests a tenth, unvoiced reason that may be the most valid: that testing may reveal deficiencies in the school's educational program. (PGD)

At best, competency testing should be used as just one indicator of an individual's proficiency as a school administrator. Evaluation alternatives include the use of assessment centers, on-the-job training and/or assessment, alternative forms of testing, multiple competency indicators, better recruitment strategies, and enhanced school…

A recent literature review and field survey on administrator evaluation disclosed disappointing results. There is uniform agreement that building administrator evaluations should be conducted by the superintendent and that general behavior categories might be examined. The literature is silent regarding definitive format. Researchers and…

Standardized teacher appraisal instruments are generally not designed to evaluate the specialized instructional practices of teachers working with exceptional students. By incorporating the model described in this article, teacher evaluators can use their state-mandated system and meet these teachers' need for equitable consideration. Includes 10…

What makes high schools successful in a high-stakes accountability environment? This case study used documents, interviews, and site visits to create profiles of 11 diverse North Carolina high schools with records of high performance on state assessments. Profiles were analyzed by themes or patterns of success recurring in the data. The analysis…

The potential of minimum competency testing cannot be realized unless school districts engage in the complex processes of competency-based program development. (Author/MLF)

A leading proponent of behavioral objectives, author provides persuasive argument on how objectives can be used to bring about classroom accountability. The principal, he says, must be aware of real and specious teacher-performance assessment. (Editor)

One alternate approach to school administration centers on the use of two principals, one for administration and one for instruction. This article examines the approach and offers some cautions. (Author/MLF)

Argues for more equitable and effective public funding of private schools serving the categorical needs of learners. (Author/WD)

Accountability systems are designed to heighten probability of student exposure to good instructional practice, reduce the likelihood of harmful practices, and provide internal self-correctives. The Chapter 1 accountability system fails to meet these objectives, as it lacks timely self-correction information, credible tests, and linkages among…