Students, staff, parents, teachers, administrators, and the community in Virginia Beach, Virginia were involved in developing a curriculum renewal plan. (MD)

Public concern over the quality of education has put pressure on principals to evaluate their schools. Responses of principals to this pressure and reports on new research on principals' use of evaluation are discussed in this paper. (MD)

Discusses ethical principles necessary when evaluating students' communication skills. Stresses the importance of examining the ethics of this process because the evaluation of communication behavior is performed by individuals who are prone to subjectivity. (PD)

Proposes a quality control model for education directed toward three major groupings of indices--antecedents, processes, and operational settings. (FL)

Reviews the components of simulations and games (roles, interactions, rules, goals, outcomes) and the criteria (validity, reliability, utility) by which they can be assessed. Provides a model for including these criteria in the selection/design, use, and assessment of communication simulations and games. (PD)

Private and public secondary schools were studied to compare differences in student results on the American College Test. Students in accredited and nonaccredited schools, and city and county schools were compared. The performance of students in schools that utilize different organizational patterns was assessed. Results are discussed. (DF)

Legislative and innovative milestones in the historical development of pharmaceutical education from the nineteenth century to the present day are discussed by the assistant dean of the College of Pharmacy, University of Illinois at the Medical Center. (LBH)

States that most experimental, quantitative, statistical research in education is useless and even misleading or erroneous, because educational quality cannot be measured by quantitative analysis. Author urges educators to refer to literature, philosophy, history, and above all, common sense and experience, to make their own evaluations. (RW)

Discusses the relationship of accountability to educational goals, objectives, assessment and evaluation, teacher evaluation, and state boards and departments. It also discusses models of accountability. (IRT)

Argues that customized criterion-referenced tests produced for use by particular school systems are preferable to "off-the-shelf" criterion-referenced tests or standardized norm-referenced tests, and briefly discusses some of the problems related to developing effective customized criterion-referenced tests. (JG)

Presents some specific questions that educators ought to raise about standardized tests and some alternatives to standardized tests. (Author/IRT)

This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in mathematics and compares them to results from assessments in 2003 and in the first year data were available, usually 1990. In 2005, nationally representative samples of about 172,000 fourth-grade and 162,000 eighth-grade…

The recent flap over the American Federation of Teachers' (AFT) charter school report is surprising, not because the study used the wrong methods or reached the wrong conclusions, it didn't, but because AFT's conclusions are nothing new. The AFT study "is" the first to use the National Assessment of Educational Progress (NAEP) as its…

This report, the fifth annual report on the Colorado Student Assessment Program (CSAP), provides policymakers, educators, parents, and the community with a general accounting and precise overview of the performance of Colorado's third, fourth, fifth, sixth, seventh, eighth, ninth, and tenth grade students relative to the Colorado State Model…