Although the realities of higher education accurately match the aims of early educators, there are limits to our ability to measure the learning that occurs in colleges and universities. As higher education has been made available to a greater quantity of participants, the demand for accountability has increased. Accountability concerns vary for different participants in the educational process. Faculty are concerned with salaries and facilitation of learning; students are concerned with access to courses and the costs of tuition; and trustees are inundated with information and care about balancing the different areas for which universities are responsible. A great deal of study has been commissioned by legislatures and state governors, often focusing on the competency testing of beginning teachers. However, educational reform should concentrate on strengthening all parts of the classroom-teacher milieu. Three areas of impact for the future of education include: (1) using student testing to assist learning; (2) reducing cultural and sex bias in testing and educational participation; and (3) improving the interpretation of data. (GDC)