A consortium-based, student-oriented interinstitutional research project for educational assessment is described. The College Research Center (CRC) experience suggests that a consortium can be an effective vehicle but that there are difficulties in cultivating interest and long-term commitment. (Author/LBH)

Education is a critical part of the future--it must serve all individuals and groups within the American social, racial-ethnic, political, religious, philosophical foundations. (MM)

The decline in test scores is more reflective of social changes than of educational failure. (IRT)

The American experiment in education is characterized as universal, free, non-sectarian, comprehensive, and non-Federally controlled. The author suggests that the American educational system is responsible for the nation's greatness, especially in terms of the freedom and value of the individual. (LBH)

This is the ninth in a series of essays on the American future and its probable implications for education. It compares the American pattern of education with that of other nations. (LBH)

Provides an overview of the probable role of assessment in the improvement of elementary and secondary education. (Author)

Freshmen may be arriving in college with reading deficiencies because they were started out in the first grade with a textbook based on the wrong principles. To teach reading effectively, says this psychologist, we must enlist children's interest by giving them something interesting to read. (Editor/LBH)

Discusses a survey designed to determine how teachers of Speech Communication and Theater feel about certification standards in relation to their preparation, training and needs as classroom teachers. (MH)

Discusses a survey designed to assess the impact of career education on communication programs in higher education within the Central States Speech Association region. (MH)

The Maine Educational Assessment (MEA) is the state's measure of student progress in achieving the challenging academic expectations, known as "Learning Results," adopted by the Maine Legislature in 1997. This report of student performance in writing, reading, mathematics, and science and technology provides a status report of student…

The No Child Left Behind Act of 2001 has focused attention on improving the academic achievement of all students, including more than 6 million students with disabilities and requires that all students be assessed. Students with disabilities may be included through accommodations, such as extended time, or alternate assessments, such as teacher…

The Forum Guide to Education Indicators is designed to help readers better understand how to appropriately develop, apply, and interpret education indicators. More specifically, this document strives to: describe the appropriate role of indicators as tools for measuring educational status and progress; recognize standard definitions and…

Universal design for assessments is an approach to educational assessment based on principles of accessibility for a wide variety of end users. Elements of universal design include inclusive test population; precisely defined constructs; accessible, non-biased items; tests that are amenable to accommodations; simple, clear and intuitive…

This contribution deals with the most important area of school operation, the learning and teaching environment. Several weighty circumstances of its functioning are herewith examined, such as the operation of the school as a manifestation of its culture, the relation between learning and teaching, and paradigms of the school as specific…

The U.S. Department of Education recognizes the National Council for Accreditation of Teacher Education (NCATE) as an accrediting body for colleges and universities that prepare educators for P-12 schools (Leibbrand, 2006). To receive NCATE accreditation colleges and universities must meet each of NCATE's six standards for high quality educator…