This article examines the historical development, rationale, and implementation of selected field education accreditation standards. Those reviewed include the number of required field hours, the role of the field liaison, and employer-based placements. Archival data and field education literature from the Council on Social Work Education demonstrate a lack of empirical evidence to support the contribution of these standards to student outcomes. Programs are encouraged to develop new field models, test, and empirically evaluate student achievement of educational outcomes. The critical examination of the status of field education can lead to greater effectiveness, an unfreezing of the status quo, and better experiences for students.
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