This paper raises several interesting issues for policy and research in the field of social work education. Nonetheless, serious shortcomings undermine its analysis of background factors to professional achievement. Even if one suspends critical assessments of the study's rationale and of its central index, the evidence presented here seems far more ambiguous than acknowledged. The quality of data is the primary subject of these comments. For purposes of this symposium, however, it seems appropriate to preface them with a few questions.

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