ABSTRACT
In an environment characterized by an intensely competitive, dynamic economy and tight public resources, demands for quality and accountability from the public schools grow more insistent every year. Legislators and taxpayers want proof that public dollars are spent judiciously; employers want workers who demonstrate initiative, work well with others, solve problems routinely, and use technology effectively; postsecondary schools want high school graduates who are ready for college rather than remediation; parents want to know that their children are being prepared for successful lives; and communities want responsible, productive citizens. These are enormous demands on public education systems—demands that reflect dramatic changes in economic and social conditions at the end of the 20th century.
