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may fluctuate widely due to coat of living differences. No longer will' a local school division be measured good or bad by citing its physical plant and teacher’s salary level. Instead, a school division will be measured in terms of how well children are being educated.
The State Board of Education in Richmond appears to be in the i vanguard in the movement toward basic educational reforms. Part of this newly-directed “sensitivity” toward solving problems such as the large number of drop-outs and other pupils who fail to acquire the rudiments of literacy will, without doubt, bring new pressure on Educators to be “accountable” for student learning or lack of learning.
Several weeks ago, a Washington educational consultant described a program to the State Board of Education in which private educational firms would bid for the right to “guarantee” certain learning results for students who are deficient in reading or mathematics. As a result of the presentation, the State Board of Education approved an experimental start of “performance contracting” in September for six schools in Virginia.
The early results of a similar program in Texarkana, Arkansas, reports gains in the areas of reading and mathematics which exceed the estimates of the contracting consultants. It is conceivable that similar compensatory programs will blossom at an increased rate in our nation’s public schools in the years ahead.
Teacher performance contracting would be a significant reform of American Education.
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