Kentucky's college and university composition programs have begun to deal with the issues of equity and quality for graduate teaching assistants and part-time faculty. Survey questionnaires were sent to writing program administrators at 40 of the Commonwealth's public and private institutions. Results indicated that composition and rhetoric teaching get a high degree of respect at the institutions, at least in lip service provided by the individuals answering the surveys. However, a large diversity in the treatment of part-time faculty, especially concerning pay range, was noted. Most respondents agreed that no English faculty members should teach more than 60 writing students in a term, and that pay for part-time faculty should not be less than 75% of the compensation for comparable full-time duties. Responses revealed that per-course compensation and class size vary widely in Kentucky. It was clear that teachers at two-year colleges were doing more work for less pay in more difficult conditions. A presentation of the survey results to the Kentucky Philological Association, an English professors' group, has produced moves toward better pay, job stability, and political influence for part-time teachers. Such surveys can help provide the impetus for real improvement in composition program principles and standards. (SG)