Discusses the report of the California Commission for the Reform of Intermediate and Secondary Education (RISE) and the preliminary plan of the implementation committee. (IRT)

Discusses and presents a summary outline of state activity in minimum competency testing as of March 15, 1978. (IRT)

Discusses Utah's competency-based education bill (S.B. 154). Includes graduation requirements, role of local boards, task force charge, alternative teacher certification, state education summit, state board of education role in the bill's implementation. (PKP)

Describes how alternative assessment differs from more traditional forms and outlines the forces causing the recent fascination with alternative assessment (demands for accountability, negative consequences of high-stakes testing, and increasing criticisms of standardized tests). Identifies some major issues involving alternative assessment,…

In Minnesota, imperial forces would implement a controlling, if well-intentioned system designed to make teachers and students conform to standards not of their choosing. Based on outcome-based education precepts, the proposed reform ideas are retreads of tried and untrue conservative concepts with a history of failure. When minimum expectations…

Presents content standards for performance-based accountability systems, which should not be driven by a single indicator. Systems must consider school context and individual student differences; monitor and support equitable learning opportunities, long-term professional development opportunities, and classroom assessments; and allow for…

The author, who has been involved in one of New York State's mandated competency-based teacher education (CBTE) programs, comments on and criticizes three articles about CBTE. (JF)

A humorous article critical of the proceedings of the Pennsylvania Department of Education's Competency-Based Teacher Education Workshop. (JF)

Explores such myths as competency-based graduation requirements are a repudiation of humanistic concerns, the public won't accept subjective measures of competence, and requiring students to pass proficiency tests before graduation will increase public support for education. Offers suggestions for developing new kinds of graduation requirements.…

A survey of teachers, students, administrators, and parents in Georgia shows a wide diversity of opinion regarding the levels of reading, writing, listening, speaking, and arithmetic skills that should be required for high school graduation. (Author/IRT)

Examines the reasons for test-centered educational reform and suggests that this has lead to decreased reliance on professional judgment and increased state regulations. Predicts that the operation of the schools as organizations will continue to be affected by the increased reliance on technical evidence. (MLF)

Seeking to strengthen secondary education to improve academic preparation for college, the EQuality Project identifies and explains basic academic competencies: reading, writing, speaking, listening, mathematics, reasoning, and studying. (PB)

Describes the self-paced, competency-based teacher education program instituted at Illinois State University eight years ago and the changes that have had to be made in the program. Four difficult and pervasive problems that had to be resolved are listed. (IRT)

Presents some of the theory of performance-based teacher education (PBTE); examines the characteristics of actual programs professing to be performance based; indicates some of the issues raised by attempts to impose the approach on the profession; and notes some of the shortcomings of the theory. (Author/JF)

Analyzes reasons given for the failure of the competency-based teacher education program at Illinois State University and describes a successful program at San Diego State University. (IRT)