Abstract
Much attention in criminal justice and other disciplines has been focused on assessing the quality of academic pursuits and programs. With particular emphasis on a recent article by Thomas and Bronick, this article explores the limitations of such research. A general conclusions is reached that the state of the art of quality assessment is such that the results of these evaluations can only be deemed to be tentative. Further, any attempt to base program development, student application or other policy decisions on the findings of these studies is unwarranted and potentially harmful.
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