Provides a model for universities and colleges to follow in organizing demand and supply information for curriculum development. Describes the step-by-step process employed in determining whether a curriculum for a natural resource program should be developed by Athabasca University in Alberta. (ML)

Considers disadvantages of the product-oriented, teacher accountability movement. Claims that mastery learning, academic learning time, direct instruction, and other measures of teacher effectiveness emphasize training at low cognitive levels and overlook educating the whole child. Recommends that more humanistic processes be used to determine and…

Some traditional criteria for judging institutional effectiveness are outlined and nine more reliable dimensions for evaluation are suggested including student, faculty, and administrator satisfaction; student academic, career, and personal development; system openness and community interaction; access to resources; and organizational health. (MSE)

Decries college students' apparent ignorance of their own culture and civilization. Presents results of a test of 256 college students to assess their ability to recognize and/or identify 132 names, dates, people, and titles whose recognition implies awareness of an informational cluster. Finds 22 the average number correct. (AYC)

Effects of school closings in 169 New York State districts, excluding New York City, are examined in terms of operating costs, political changes, staff and community responses, program offerings, crowding, and vandalism. (KS)

Demands for educational excellence are hard to answer because definitions of excellence differ, and excellence may not be readily quantifiable. Current reforms seem aimed at educational adequacy and standardization rather than at realizing individual potential. Reforms should probably focus less on testing and more on student motivation. (PGD)

Offers five articles by Ronald J. Cook, Mary V. Burke, Thomas G. Gallagher, Marsha Levine and Denis P. Doyle, and Richard J. Murnane that react to part I of "The Catholic High School: A National Portrait," a study of the resources, programs, facilities, personnel, and policies of Catholic high schools. (DMM)

Hungary's national institute of education carried out the Curriculum Theory Department (CTD-80) national asessment in 1980. Reading, mathematics, and practical science achievement were measured, as well as teacher attitudes. Particular emphasis was placed on eighth-grade students; fourth graders were tested in reading. (GDC)

Presents some salient points of Jim Ysseldyke and Bob Algozzine (professors of special education) regarding assessment of and decision making about learning disabilities. (HOD)

The National Assessment of Educational Progress incorporates key elements of a responsible standard-setting process: (1) choice of educational objective; (2) description of current group performance ranges and trends; and (3) the identification of educational contexts differentially related to performance. NAEP results can direct public values…

Describes the Scottish Assessment in Home Economics Research Project. The project developed and tested new forms of home economics assessment techniques for secondary schools. (RM)

Provides a synopsis of effective schools research and how the findings are being implemented in other schools. (HTH)

A response, by Carlson, to the National Commission on Excellence in Education's report proposes establishment of an independent agency. This entity, in conjunction with the National Assessment of Educational Progress, would define common content domains, develop calibrated normed item banks, and develop content referenced reporting systems. (DWH)

Raises issues for public debate on the quality of child care services. Argues for immediate closure of harmful centers, state licensing laws, expanding present child care services in the public schools, and a comprehensive child development act that puts early childhood education programs into public schools. (AS)

The findings from part 1 of the seventh annual American School Board Journal survey of school board members are reported. Board members listed their 14 most pressing concerns, with lack of financial support foremost; other concerns are listed by region, in order of the percentage who expressed each concern. (TE)