Reports findings concerning parochial school principals from the National Association of Secondary School Principals' (NASSP) National High School Principals Study. Focuses on the job; personal characteristics; principals' opinions on educational tasks, issues, and practices; and future influences on education. (Author/JM)

Reports findings concerning Black school principals from the National Association of Secondary School Principals' (NASSP) National High School Principals Study. Focuses on job characteristics, personal characteristics, and attitudes of Black principals toward educational issues. (Author/JM)

Reports results of a Florida study in which 108 principals rated the priorities of administrators' tasks. (JM)

Identifies ten essential supervisory roles and incorporates them into a supervisory self-assessment instrument. (Author/JM)

By utilizing assessment centers, the competencies of educational administrators can be measured before hiring or promotion. (Author/JM)

Explains a supervisory method intended to be humanistic and clinical that holds promise even in situations where a minimal amount of supervision is possible. (Author/MLF)

Expresses the concerns about college admissions procedures that the National Association of Secondary School Principals' Committee on School-College Relations would like to see addressed in seven areas: college entrance requirements, college admissions tests, college recruitment, high-risk students, overrecruitment, letters of recommendation, and…

Discusses the status of college admissions and some of the forces that influenced college admissions policies during each of four three-year periods: the Sputnik Era (1957-60), the Postwar Baby Boom Era (1964-67), the "New Groups" Era (1971-74), and the Stable Enrollment Era (1978-81). (PGD)

Suggests how the secondary school can prepare the college-bound student for transition to higher education by following a four-year program. Stresses the importance of the counselor in the transition process. (PGD)

Drawing on his experiences as director of admissions at the University of Virginia, the author comments on the character and qualifications of today's college-bound students and on the responsibilities shared by high schools and colleges for increasing these students' preparedness. (PGD)

Describes the range of policies, criteria, and weightings used in the process of selecting among candidates for admission in 19 public and private colleges and universities. Notes the need for adequate communications between colleges and the schools previously attended by candidates. (PGD)

Suggests guidelines teachers and counselors should follow when writing letters of recommendation for high school students applying for college admission. Focuses on the need to describe students, document their abilities, and provide details to support assertions. (PGD)

By preparing illegible, unorganized, incomplete, or just plain sloppy documents, secondary schools often make it unnecessarily difficult for college admissions officers to evaluate the records submitted to them. An admissions director discusses some handicaps to communication and makes suggestions for schools reviewing the suitability of their…

High school counselors and college admissions officers should recognize the need to serve the student's needs before the institution's. This article considers problems and irritations faced by college-bound students due to high school and college communications practices and college recruitment and admissions processes. (Author/PGD)

Describes the legal responsibilities of schools and colleges in the disclosure of student records, information, and evaluations, with particular reference to the impact of the Family Educational Rights and Privacy Act of 1974. Provides some guidelines to follow when maintaining or disclosing information concerning students. (PGD)