A report is given of the results of four surveys of education faculties between 1981 and 1986, with particular emphasis on findings applicable to the reform issues addressed by "A Nation at Risk" and "Carnegie Forum on Education and the Economy." Study subjects at 32 institutions completed a questionnaire requiring information about their faculty status, characteristics about their teaching assignment, research and scholarship, and participation in scholarly and professional associations. Respondents also presented their views on items such as their perceptions about the importance of their work vis a vis the institutional perception of its importance. Data were gathered from 1,186 education faculty members. Ten of the universities are Holmes Group members, nine are not. This paper presents six separate analyses and interpretations on how faculty at Holmes and non-Holmes, and private and public institutions compare on the following questionnaire variables: (1) major efforts between teaching, service, and scholarship; (2) perceived institutional rewards; (3) experience in K-12 education; (4) clock hours per week in the classroom; (5) clock hours per week in clinical supervision; and (6) consulting in schools during the previous two years. (Author/JD)