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Overview of the farmland retention issue
Title
An overview of the farmland retention issue
Date
1983
Summary
Richard W. Dunford is an Associate Professor in the Department of Agricultural Economics at Washington State University (Pullman). He has written extensively on rural land use problems, conflicts, and policies. This report was prepared for the Environment and Natural Resources Policy Division of the Congressional Research Service in the Library of Congress (Washington, D.C.) in partial fulfillment of contract 83-30., This overview of the complex farmland retention issue begins with a reveiew of recent empirical evidence on farmland conversion trends. Concerns associated with farmland conversion are then presented and analyzed. State and local farmland retention efforts are summarized in the third section. Finally, Federal farmland retention efforts to date are examined.
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will lower professional standards to permit the employment of persons with substandard preparation. §/ 1/ Currence, Cindy. Shanker Urges National Test for New Teachers. Edu- cation Week, February 6, 1985. pp. 1 and 34; [and] Albert Shanker. Where We Stand: Testing Teachers Key to Real Reform. New York Times, November 12, pt E70 - ' §/ Ibid.
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ABSTRACT This paper provides background information on the current proposals that’ would require all new teachers to pass a national teacher competency test before becoming eligible for internship or certification. In addition to pro- 'viding an overview of the current proposals, brief discussions are provided about the various problems and experiences with testing programs of other pro? fessions such as law, medicine, nursing, and professional engineers. Current teacher examination practices among the States.are summarized, and alternative responses for professional organizations and teacher education institutions are explored. The last sections of this paper address procedural questions, potential impact, and Federal options.
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made to discuss the potential implications that these have for competency tests for teachers. lflf Passing Rate, Scores on Bar Exam Plummet. Los Angeles Times, Janu- ary 9, 1985. Section I, pp. 3, 11. V
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of the mobility of nurses, this profession has a high level of interest in reciprocity for the issuance of licenses. _Graduates of a State- approved nursing program are eligible to take the common licensing examination administered in each State. In 1981, over 62,000 interstate endorsements were issued. In some jurisdictions, nurses are required to take part of an examina- tion before receiving the endorsement
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CRS~32 status of the teaching profession.‘ Questions such as the following have been in discussions of the potential impact of a national teachers’ examination: 1. Would the-use of a national teachers‘ examination change the current practices under which States grant certification based on the recommendation from institutions of higher education or the completion of'a sequence of collegiate
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students have of in their disciplines, and that any 1}] Scott, Lowell K. et al. The Effects of Commercial Coaching For the NBME Part I Examination.i Journal of Medical Education, September 1980. 55:733. , 13/ Goertz, Margaret, E.e et al. The Impact of State Policy on Entrance into the Teaching Profession. Final Report NIE Grant No. G83-0073. Department of Policy Research and Services. Educational Testing
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CRS-7 Some general observations about the teacher competency test movement lQ/ have been presented to help illustrate the current reservations to teachers' 1. 2.. ,3. 4. 5. g examinations within the professional education community: ‘The initiative for teacher competency tests typically has come from State legislatures and boards of education rather than from. teacher organizations
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. An additional contention was that the existence and 3/ Currence, Cindy. Study Panel Backs National Test for All New, Teachers. ‘Education Week, March 20, 1985. pp. 1 and l2. ff Jacobsen, Robert L. AFT's President Proposes National Exam for Teach- ers Akin to Tests for Other Professions. The Chronicle of Higher Education, February 6, 1985. p. 19. "
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, Washington, D.C. 1983. pp. 1-3. _32/ Estes, Benjamin C. Bar Admissions . .’. . pp. 19-24. 22/ 1 Ibid., p. 22.
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are based on assumptions about possible administrative changes that might occur because of the use of a na- tional examination; others relate to the impact of the examination upon the » I---'''r "rv:'»v-v----_-:10-:w'r\"g¢1~‘v4~\vn~v-.,-~4-
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CRS-34 because it would implicitly result in Federal intervention and because educa-’ tion traditionally has been a State and local responsibility. A different po-‘ sition is that the need for improvements in standards for teacher preparation is sufficient to justify Federal action so that quality of American education_ V may be upgraded. An alternative perspective is that the Federal Government should be in- volved in the development of a national teachers‘ examination to ensure a more "open" process and better representation of the public interest in the initial deliberations. The assumption is that this involvement would minimize the pos- sibility that a privately funded research and development effort would lead to a national teachers‘ examination developed and administered by a self-appointed group with no national oversight. If the test should be developed under the latter conditions, questions might be raisedabout the credibility and national applicability of the process. ‘However, it should be noted that the other pro- fessional examinations typically are prepared by anon-governmental body whose membership is primarily drawn from that particular profession.
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V LC/4./8/73 85-7318 CongressionaliResearch{ Service ‘ The Library of Congress S Government Publications Unit wasmngton, o.c. 20540 S . ‘ ‘ JUL 22 F994 ' " 6 S r ; ~ Washmgiton Unwersity Libraries 1 St. Louis, MO» 63130 V N o m N G E an E’ tirwerestv S NATIONAL TEACHERS‘ EXAMINATION; BACKGROUND AND ISSUES % K. Forbis Jordan Senior Specialist in Education Office of Senior Specialists
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? Journal of Teacher Education, XXXV:2, March-April, 1984. pp. 2-3.
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CRS-12 about the need for additional criteria and the appropriateness of using exist- ing criteria to determine if a«person is to be permitted to practice the pro- fession. i0f+particular«interest to the current concerns about the quality of teachers is a movement in Georgia concerning admission to the bar. In addition to requiring that a person receive a "passing score
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, and performance in class- room or school settings. fig] The underlying assumption in the recommended policy appears to be that teacher quality can be improved more by imposing fiéf Jacobsen, AFT's President Proposes . . . . fig] Currence, Cindy. NCATE Urges Tough New Standards for Education Schools. Education Week, April 17, 1985. pp. 1, 16.
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and secondary school teachers are the provisions in some States that provide for the exemption of professional engineers working for corporations in interstate commerce, manufacturing, and public utilities. However, in some instances engineers and their employers have sought registration even in those jobs for which it is not required. g2] This latter example may have some relevance to examinations
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CRS-4 use of the test implicitly would improve teacher education by forcing colleges to screen applicants and by encouraging improvements in institutions whose. nsradu§t9$.t..-.perf9rmé7dt--.p9,o1:l,y son. the examinatiofi- _5_/ Of the continuing criticisms related to the use of teachers’ examinations raised by various persons in the teaching profession, possibly the most common
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CRS87285EPWpage102
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CRS87285EPWpage102
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on BENEFICIARIES The Department of Education estimates that, from the FY l987 appropriation for the TRIO programs, it will make 1,222 separate awards to provide services to approximately 476,500 beneficiaries (1,000 of whom are staff in TRIO proj- ects). The latest available data from the Department of Education (generally from FY 1981) suggest that about 41 percent of TRIO beneficiaries are black, 35 percent

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