This report explores the role of accountability in school improvement and its potential drawbacks. While accountability can provide feedback, reorient action, and justify action, it can also lead to gross distortions and may not sufficiently incentivize teachers. The authors argue for a consensual view of the teacher's role and for parsimonious accountability schemes that enhance the quality of life among teachers. They propose design considerations that can improve the effectiveness of testing and controls to enhance the teaching profession.

The first in a series of annual reports on education in California aims to assess school performance objectively. It summarizes data on demography, academic performance, curriculum, personnel, and finances. Highlighting California's 1983 education reform effort, the report provides a baseline for assessing future reforms, with successive reports addressing the same dimensions. It focuses on K-12 public schools but also includes some data on nonpublic and postsecondary education.

California is at a critical juncture in education, needing up to 190,000 new teachers by 1991 and replacing 75% of the teaching force. Recommendations to improve teaching quality are proposed in this paper, focusing on changes in certification, professional training, and career structure. The state has the opportunity to ensure quality education for the 77 million students who will be taught by these new teachers.