A REVIEW OF THE LITERATURE, A MAIL SURVEY, AND A TEXTUAL ANALYSIS OF JUNIOR COLLEGE DOCUMENTS INDICATE THAT, WHILE CALIFORNIA JUNIOR COLLEGES ARE CONCERNED ABOUT THE QUALITY AND EFFECTIVENESS OF INSTRUCTION, CONTROL OF THAT QUALITY IS RARELY A SYSTEMATIC ROUTINE ENTERPRISE BASED ON EXAMINATION OF BEHAVIOR CHANGES IN STUDENTS FOLLOWING INSTRUCTION. USUALLY THE PROCESS IS A NONSYSTEMATIC, SPORADIC EXAMINATION OF THE INSTRUCTOR OR THE INSTITUTION, AND SUCH ANALYSES DO NOT MODIFY THE OBSERVABLE CHARACTERISTICS OF THE INSTRUCTIONAL SYSTEM OR THE STUDENTS. FACULTY ORGANIZATIONS EXIST, BUT THEY ARE NOT TYPICALLY CHARGED WITH MAJOR RESPONSIBILITY FOR THE CONTROL OF INSTRUCTIONAL QUALITY OR THE IMPROVEMENT OF THE EFFECTIVENESS OF INSTRUCTION. THIS SITUATION IS IN CONTRAST TO THE FACT THAT TEACHERS ARE CURRENTLY TRAINED BY TEACHER EDUCATION PROGRAMS TO BE SUCCESSFUL IN THIS TYPE OF ENDEAVOR. UTILIZATION OF A QUALITY CONTROL SYSTEM FOR THE CLASSROOM HAS BEEN FOUND TO RESULT IN GREATER STUDENT GAINS (EXAMPLES OF SUCH GAINS ARE GIVEN). YET, NO MAJOR EFFORT HAS BEEN MADE TO EVALUATE INSTRUCTIONAL SYSTEMS IN A SYSTEMATIC ROUTINE FASHION AS IS DONE IN INDUSTRY, MEDICINE, AND OTHER SERVICE ORGANIZATIONS. (HS)