Analyzes why, as the process of decision-making has been centralized by school bureaucracies, and as professional educators have gained power, public education has become a closed social institution neither accountable nor responsible to the citizens it serves. (JM)

Accountability is both highly complex and highly sensitive, say these writers, who feel that it is not yet technically feasible, other than in a piecemeal sense. A list of the stages through which a total accountability system must develop are presented here. (Editor/RK)

Presented is the viewpoint that school, home, society, and the individual child are all accountable for the quality of education being received by today's students, that teachers alone cannot accept the full responsibility for students who will not learn, and for circumstances over which they have no control. (KC)

This discourse suggests that there are nine categories of client publics (or education consumers) which individually or collectively hold expectations of accreditation and accrediting agencies: (1) the institutions, their students, faculty, and trustees; (2) the federal agencies; (3) agencies that recognize accrediting bodies, specifically the…

Using a competency-based approach, the authors propose that schools prepare students for practice, after which agencies accredited by the profession would teach the student to practice, with final certification of competence in practice resting with a public-based licensure board. (Author/LBH)

It is suggested that educators be held accountable to their students for the quality and adequacy of the educational services they provide. Extension of liability to education can have a positive impact on the educational process. (Author/LMO)

Discusses the general findings of the Carnegie Commission Report on major educational issues of the last decade, and the HEW Report (by Paul Newman) on funding for postsecondary education as they apply to higher education for business. The concept of systems accountability, and suggested methods for dealing with it and the changing educational…

The increasing demand for accountability involves both a demand for cost-effective management and a demand for proof that objectives are being met. It is suggested that the public has difficulty understanding quality in higher education because it is not familiar with the language of quality. (LBH)

Urges that accountability must be individualized for each student so that it reflects the joint aspirations of parents, students, and society as mirrored through its teachers. (Author)

A plea for more intellectual honesty in judging the new elementary curricula and the teaching of elementary science. (CP)