Examines Michigan's model of educational accountability and concludes that, because there appear to be few guidelines in educational policy and practice regarding who is responsible for what, to whom, and by what means, it is inadvisable to adopt the current model of accountability. (Author/IRT)

Presents some of the characteristics of open education, discusses some of the difficulties in evaluating it, and offers recommendations to improve the classic approach to evaluation and to encourage the use of methods outside the classic approach. (IRT)

Reaction to an article printed in the April issue. (IRT)

Reply to an article printed in the April issue. (IRT)

Reviews current high school problems and criticisms based on recent major studies suggesting the need for secondary education reform. (DW)

Convivial access, described as a way to allow people the most autonomous action by means of learning resources and tools least controlled by others, would counteract the schools' current monopolistic control over student learning by changing approaches to freedom, responsibility, and choice. (DW)

Two case studies, China and Synanon, reveal common features in the process of integrating the young into the world of work and civic responsibility through intensive feedback, the work ethic, geographic mobility, role models, and group atmosphere. (Author/DW)

Suggests that European apprenticeship programs are successful in preventing juvenile delinquency and promoting effective vocational education. (DW)

Russian attempts at on-the-job training ended in 1964 due to high cost, lack of teacher commitment, increased student dropouts, and philosophical discord among educators. (DW)

Proposes a modified English "house system" to personalize American high schools, thus increasing individual guidance and student sense of belonging. (DW)

Tennessee high school students volunteer time equivalent to 13 full-time teachers to tutor younger students on a one-to-one basis in problem subjects. (DW)

Chicago's businessmen propose six recommendations related to evaluation, research, administration, curriculum planning, and career education to establish accountability and improve the quality of Chicago Public Schools. (DW)

Chicago's Metro High curriculum is the city; its learning laboratory is the community; and its lesson is freedom, choice, and responsibility. (Author)

Students in six Dayton, Ohio, high schools use computers to seek information on jobs, careers, colleges, and financial aid for college. (DW)

Describes a model career education program at Dallas' Skyline Career Development Center where students receive a balance of academic and occupational education leading to a career. (DW)