A great problem in higher education is a lack of clearly defined goals. (HS)

Current calls for a return to basic education may seem like a rerun from the 1950s and early 1960s, but there are important differences. (Author)

There is every indication that teachers and administrators, with clearly defined instructional objectives and goals to work toward, provide better instructional activities to assist students in achieving these goals. Discusses instructional objectives and processes necessary for a successful program. (Author/RK)

This evaluation model is an attempt to provide a workable formula for a typical school setting. The key ingredient is a climate of professionalism and mutual trust. (Editor/RK)

In fall 2007, and in alignment with the strategic plan of the Colorado State Board of Education, the Colorado Department of Education released "Forward Thinking," a plan which publicly announced seven goals that, when attained, would culminate in a statewide system of accountability and support addressing the needs of all districts. Some…

The No Child Left Behind emphasis on teacher quality and its relationship to student achievement has made teacher evaluation an area of increased concern for today's high school principal. Numerous problems associated with the evaluation of teachers have been cited in the literature, including lack of agreement on what constitutes good teaching,…

The Department of Education plans to re-evaluate how many students' test scores districts and schools will be permitted to exclude when determining whether they've met annual educational goals under the No Child Left Behind Act. At a June 13, 2006 hearing before the House Education and the Workforce Committee, Deputy Secretary of Education Raymond…

Article presented excerpts from a recent address by Dr. Edward J. Bloustein, President of Rutgers University, on program budgeting and educational accountability. (Editor/RK)

Examines Michigan's model of educational accountability and concludes that, because there appear to be few guidelines in educational policy and practice regarding who is responsible for what, to whom, and by what means, it is inadvisable to adopt the current model of accountability. (Author/IRT)

This bulletin briefly describes the functions and services offered by the State Educational Accountability Repository (SEAR), a program of the Cooperative Accountability Project (CAP). SEAR was created as a center to collect information about state accountability efforts and to disseminate it to state education agencies, and to develop…

The results of a study carried out to devise alternative systems of accountability for postsecondary education and its components, as well as to devise criteria and methods of evaluation to determine effectiveness and progress in meeting goals, are reported. The body of the report is a summary of subcommittee reports on the following:…

The thesis of this paper is that the ideas expounded in the booklet "Educational Accountability", by Arthur W. Combs, do little to clarify the issues and that a very limited and biased delineation of educational accountability and its behavioral objectives has been presented. It seeks to clarify the situation by examining the ideas of Combs in…

This paper comments on some of the possible uses and values of the Institutional Goals Inventory (IGI), an instrument by which a college community can delineate institutional goals and establish priorities among them. In the practical sense, the establishment of institutional goals is an essential element in any kind of systematic institutional…

Presents a model process by which school boards can set objectives while distinguishing policymaking from policy implementation. (CH)

While supporting the analysis offered by Gerardi and Benedict of the cycles of criticism afflicting North American education, considers the authors' call for a public relations campaign by teachers and administrators timid and ineffectual. Suggests a national commission to propose the kind of educational system needed in the future. (DMM)