The purpose of this research was to document the extent to which Association to Advance Collegiate Schools of Business (AACSB)-accredited business schools have implemented strategies to improve students' ability to achieve program learning objectives. Assessment of academic programs is increasingly important at AACSB schools. Compliance with…

This study examines principal preparation programs from the perspective of readiness to confront and/or support special education issues at the school building level. The purpose of this research was to answer the following questions: (1) What is the principal's readiness level upon program completion in dealing with special education issues in…

The Chinese economy is now a major driver of growth in the world economy. As a consequence, significant reforms were introduced which impacted on its educational systems. China is facing unprecedented pressure to produce skilled individuals to meet the demands of this rapid growth. China is in the unique position of operating in a dual system,…

Background/Context: The prevailing theory of action underlying No Child Left Behind's high-stakes testing and accountability ratings is that schools and students held accountable to these measures will automatically increase educational output as educators try harder, schools will adopt more effective methods, and students will learn more. In…

Purpose: The purpose of this paper is to examine how Malaysian managers acquire job competencies through self-directed learning activities at their workplace. Specifically it aims to investigate what types of job competencies are required for the managers, how they learn to acquire those competencies, and whether the managers have the…

Alabama's public high school principals support the concept of minimum competency testing for students but are reluctant to allocate time and money to this effort at the expense of other curricular endeavors, according to a recent survey. (PGD)

This study examined the perceptions of 58 special education administrators and 204 principals on the effect of requiring a minimum competency graduation examination for students with learning disabilities. Administrators felt the requirement would promote inclusive education but that without additional resources some students would experience…

Principals and teachers involved in implementing benchmark testing in a large, urban, midwestern school district progressed from lower to higher stages of concern during the 4 years of a longitudinal study. A random sample of the teachers and all the principals in the district's 49 elementary, 9 junior high, and 10 high schools completed the…

Reports on a survey of community college faculty chairs and administrators to identify institutional initiatives to enhance student performance on the College Level Academic Skills Test (CLAST), assess faculty acceptance of and support for the CLAST mandate, and determine uses of aggregate CLAST scores in formative and summative evaluations. (DMM)

Minimum competency testing in American schools was examined for its effects on low-achieving high school students. Interviews with educators and results of a survey of more than 700 high school students were used. In the view of many educators, minimum competency tests were so rudimentary as to not be much of a barrier to completing school. Most…

Analysis of changes in the graduation requirements, credit requirements, and curriculum in high school English in California since the adoption of minimum competency testing by state law during the 1976-77 legislative session suggests that statewide legislative mandates can have significant impact on school district programs and priorities. (PGD)

The National Catholic Educational Association (NCEA) polled all state and diocese-level Catholic school officials in the nation on their knowledge of and attitudes toward the competency-based education movement and its application to Catholic schools. Results, plus specific comments from Spokane, Charleston, Cleveland, and Baltimore…

Reports a study on minimum competency testing in American high schools. Discusses the effects on students who fail to pass it, and the perceptions of educators and administrators about the value and barrier aspects of these tests. Implications of the findings for research, policy making, and educational practice are explored. (JS)

A questionnaire was developed to assess high school principals' attitudes regarding the Tennessee Proficiency Test. The questionnaires were distributed statewide to the 147 public high school principals; 121 principals responded. Questionnaire items dealt with issues such as policy statements, remedial activities, graduation requirements, and…

Parents, teachers and administrators examined the Basic Skills Program in the Newark School District. The study was designed: (1) to determine the relative satisfaction with components of the reading and math aligned curricula and instructional time, (2) to determine the relationship between satisfaction with these variables and achievement, and…