Educational quality will be a major issue in the 1980s as equality of educational opportunity was a big concern in the 1960s and 1970s. This is a conclusion of a study by Utah Foundation, a private non-profit research organization. Evidence of a declining quality in public school education, the Foundation says, is found in “the steady drop in achievement test scores” in the past decade – something which should concern the public. Scores in the American College Testing (ACT) program moved downward through the ’70s, notably in mathematics. Lower test scores have been reflected in lower levels of achievement when high school graduates enter college. Why the downtrend’? The Foundation says professional educators and the American public generally appear to be in agreement about some causes of reduced educational performance: Out-of-school influences – The permissive attitudes of society, use of alcohol and drugs by young people, and the “distracting influence” of television, In the schools Reduced stress on ”solid” studies (English, science, math. foreign languages) in favor of easier electives. “social” promotions when standards actually haven’t been met, lowering of standards and requirements. and an apparent reduction in personal dedication of some teachers. What part does salary play in holding quality teachers? The research study concluded that good classroom teachers are not attracted and held solely by salary factors “although adequate financial compensation is necessary.” Conceding that public schools may not be able to compete for talent with industry on the basis of salary. the Foundation as-serted: “What the schools want and must have are qualified, dedicated teachers who want to teach and will teach if they are given adequate remuneration, One who chooses teaching only on the basis of comparative salary is always likely to leave the profession for a better offer.” What measures can be taken to improve the quality of education in the public schools? The Foundation suggested that high quality classroom teaching is a key ingredient. And it quoted Dr. David Gardner. president of University of Utah and chairman of a newly – appointed National Commission on Excellence in Education as favoring an increase in the number of “solid” subjects required in high schools. It also cited a recommendation by a Vanderbilt University professor of education and public policy that the knowledge and skills to be mastered for credit be prescribed by professional educators and not by popular demand of students, The Utah Foundation Study makes it clear that we have far too much to lose by letting the students choose what is fun and easy instead of inducing them to study what is difficult yet vital to the nation’s continued survival and prosperity. lt’s time to swing the pendulum back the other way.