A systematic method for compromise between absolute and relative examination standards is proposed. The passing score is assumed to be related to expected pass rate through a simple linear function. Results define a function relating the percentage of successful candidates given a specified passing score to the passing score. (Author/DWH)

A general longitudinal model is presented for estimating school effects and their stability. The model, capable of separating true changes from sampling and measurement error, controls statistically for effects of factors exogenous to the school system. The model is illustrated with data from large cohorts of students in Scotland. (SLD)