A critical policy strategy-once the goal of significant
increases in state educational capital is clearly articulated
and accepted-is a redefinition of accountability. The substance
of accountability must ultimately be based on specific
educational outcomes and performance-that is, on the knowledge
and skills achieved by individuals at the various levels of
education. For colleges, this involves a shift in emphasis away
from conventional proxies for learning, such as credit hours and
contact hours, and toward greater reliance on assessment of
knowledge and skills. For all education, learning rather than
time should increasingly become the basis for the transition
from one level to the next. Accountability for all educational
providers, including schools, colleges, universities, and for-
profit institutions, will mean demonstrating gains in student
knowledge and skills.7 Defining accountability in terms of
specific knowledge and skills all students must acquire is an
opportunity to extend and link into higher e