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Graduate Educators Struggle to Grade Themselves

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Science  28 Jan 2000:
Vol. 287, Issue 5453, pp. 568-570
DOI: 10.1126/science.287.5453.568

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As the National Research Council prepares for another survey of U.S. graduate schools, educators find themselves in a heated debate about how to measure--and define--a quality education. All previous U.S. assessments have been controversial, as is an ongoing exercise in the United Kingdom (see sidebar). Educators are now weighing the merits of reputation vs. quantitative measures--such as numbers of published papers and amount of research funding--in assessing research and debating how to measure the caliber of teaching and the fate of graduates.