Critiques the methodology of a study that found that teacher certification had little effect on the achievement of students and presents additional data on the characteristics of the small sample of teachers in the original analysis. Results suggest that most of those teachers had qualifications equivalent to certification. (SLD)

Makes the case that the article by L. Darling-Hammond and others does not portray the original article accurately and suggests that, as yet, there is not enough information to draw strong conclusions about the impacts of certification on the teacher applicant pool. (SLD)

The recent examination of the curriculum and examination systems of France and the Netherlands overlooks the real process of creating a national consensus around standards in the Netherlands, balancing local autonomy and national standards. A comment by the original authors acknowledges the implications of the Dutch approach for U.S. standards.…

In the volume reviewed, papers from 15 international experts address how government can use evaluation to guide (or control) education while attempting to decentralize administrative structure and pedagogical content. Thoughtful analysis is provided in highly integrated coverage of theory and practice. (SLD)

The third book of a trilogy dealing with innovation in a suburban midwest school district is reviewed. The district underwent rapid transition following World War II. Although methodological limits are identified, the book is declared a contribution to the documentation on the evolution of a school district. (TJH)

A collection of essays comparing educational policies of the United States and Australia is reviewed. The book is criticized for a lack of a sociocultural framework and a dearth of new material on American education but is commended for its contribution to the understanding of the Australian educational policy. (TJH)