@article{oai:nagano-nct.repo.nii.ac.jp:00000300,
 author = {中村, 護光},
 journal = {長野工業高等専門学校紀要},
 month = {Dec},
 note = {application, Throughout this century, great efforts and progress have been made toward the goal of universal quality education in the US. However, in the process, scholastic standards have slipped to unexpectedly low levels in core subjects. Recent research has revealed that education is the top priority among American voters, and policy makers are espousing more governmental investment in education. This has resulted in significant budget increases in most states earmarked for education. Nevertheless, minority students and those from socially or economically disadvantaged backgrounds are often at risk of failure. Is American public education effectively utilizing the increased funding? Many feel that accountability is crucial as such questions arise. This paper first reviews the concept of accountability and its history, and examines how extensively it has been systematized as a part of education policy. It then considers the future of accountability in American education.},
 pages = {77--84},
 title = {アメリカ公教育とAccountability : Accountability systemsの現状},
 volume = {33},
 year = {1999}
}