Critical problems in education are addressed: the criteria of quality, proposed improvements, and methods for bringing about improvement. The problem of setting standards is discussed. It is suggested that quality may be indicated in those colleges: that do the least "telling" and the most "teaching"; that make adequate provision for learning resource centers or their equivalent; that provide the least remedial instruction; whose students do much general reading; whose students spend more than 30 hours per week on out-of-class study; that demonstrate competence in independent study; that offer common or core curricula in conjunction with independent study; whose introductory courses are clearly above high school level; whose aspirations are high but attainable; that can demonstrate gains in critical thinking; whose students are more creative as seniors than they were as freshmen; that have a significant educational impact on students; that are purposefully permissive and flexible; that are deliberately experimental; that defend the principles of academic freedom; where effective teaching is highly regarded and adequately compensated; whose graduates go into teaching in large numbers; who have carefully planned study-abroad programs; who have significant institutional research; and whose counseling program helps both students and the institution. (Author/LBH)