Some sample data used in economic education research may be biased because missing observations may not be random. The authors explain a technique for estimating the relationship between students who fail to take standardized tests (the missing observations) and a core of general variables that might explain this behavior. (Author)

Discusses the need for standards for the evaluation of educational programs, projects, and materials, and describes the development of such standards by a joint committee representing 12 organizations with widely differing constituencies. (Author)

Reports the results of a state survey that examined community college reading assessment and diagnostic tools and makes recommendations about appropriate assessment and diagnostic tools for community colleges. (HOD)

Effectively assessing higher education will require new partnerships, a close look at the goals of teaching and learning, and respect for each system's diversity. An arrangement through which institutions and state systems could work together in experimenting with assessment alternatives is advocated. (MLW)

In 1979, Eric Hanushek pointed out a potential problem in estimating educational production functions, particularly at the precollege level. He observed that it is frequently inappropriate to include school-system variables in equations using the individual student as the unit of observation. This study offers limited evidence supporting this…

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)