This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are…

If administrators make sure that required competencies are taught in the existing curriculum, there will be no need to create remedial classes for those who fail competency tests. Without the need for remedial classes, there is no chance that the regular curriculum will be reduced to accommodate them. (IRT)

A guide for administrators and teachers who want to identify life-role competencies and classroom instruction to match the competencies. (Author)

A review of the development and present status of individualized instruction. (MLF)

The author concludes that testing in basic education is indispensable. Several objections to external testing are discussed. (Author/MLF)

The current state-dominated standards movement originated in the 1983 "Nation at Risk" report. Five different types of standards are usually considered when developing a standards-based school reform system: district, content, student performance, school delivery, and system delivery. Arguments for standards outweigh those against.…

This article describes the response to recommendations made by the National Association of Secondary School Principals' Consortium for the Performance Based Preparation of Principals regarding improvements in administrator education programs. Efforts to adopt the recommendations at universities in California, Utah, Illinois, and Michigan are…

In successful secondary school programs the element of compulsion is removed: the decision to participate creates a voluntary group with a common purpose, the experiences are real, and there are opportunities for socializing within the contexts of the activity. (Author/MLF)

A proposal eliminates the "single diploma" concept and creates three basic graduation certificates: standard diploma (with endorsements for academic or vocational achievement), certificate of attendance, and certificate of basic competencies. (Author/MLF)

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)

Asserts that competency based education provides a means for achieving, verifying, and communicating effectiveness to various publics. Proposes a transitional phase emphasizing the assessment component, rather than the total design. (Author/WD)

Provides 10 guidelines to follow in implementing a competency-based curriculum. The guidelines include not imposing the program from above, matching measurement devices to instructional goals, stimulating student support of the program, and allowing for easy adjustment of competency measures. (IRT)

Describes a locally developed writing program that includes a diagnostic device for pretesting and posttesting, a writing skills checklist, an individualized educational program format, a series of parent notification letters, and a remediation system involving all staff members. (Author/IRT)

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