This paper is a combination of two separate essays, both of which examine changes in standards for student and teacher performance in various states over the past two years. Part 1 examines changes in standards for graduation from high school and the introduction or expansion of statewide programs of testing. Changes in the overall units for graduation, in the mix of required courses, and in the extent of exit examinations are shown to have had an adverse effect on low achieving students, so methods are considered for retaining low achieving students through dropout prevention programs and through establishing effective learning environments. Thereafter, Part 1 summarizes what is known about the relationship between testing, achievement, and accountability in light of the expansion of state testing programs. Part 2 addresses changes in standards for entering and remaining in the teaching profession, and includes a brief discussion of teacher salaries in relation to changes in standards. The objectives are to examine the assumption that the academic or intellectual abilities of the teacher work force are inadequate, and to assess the costs and benefits of some of the strategies for improving the teacher work force. Each major proposal for increasing teacher quality is explored for its ability to improve the mix of teachers. These proposals include raising entry-level requirements, raising salaries, waiving certification requirements, and removing unqualified or incompetent teachers. The section concludes with the observation that these reforms will cost a considerable sum and may conflict with other manpower objectives. A 99-item bibliography concludes the document. (TE)