Abstract
EDUCATIONAs 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][1]). 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. [1]: http://www.sciencemag.org/cgi/content/short/287/5453/569
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