Perhaps the most dramatic hallmark of the so-called back-to-basics movement is the growth in many communities across the country of the basic alternative elementary school. Another example of the back-to-basics movement is the current interest in writing proficiency standards into the high school diploma. Another aspect of this movement is the current reevaluation of the curricular innovations of the late 1960s and early 1970s. The growth of consumerism is another facet of the movement. The public is beginning to ask why school costs are escalating far in excess of the general rate of inflation, and school boards are beginning to ask school administrators tough questions about teacher and student performance. It is, of course, easier to identify the hallmarks of a movement than to explain its causes. However, without the flow of statistical information on declining test scores that is barraging the public consciousness, it is doubtful whether the back-to-basics movement would have gained such momentum. The back-to-basics movement is more than nostalgia. It suggests a concern for priorities, which, if not taken to extremes, is legitimate and clearly identifiable. (Author/JG)