CB>The final thing to remember about quality is that, as Dr. Deming says of
CB>the business world, the responsibility for quality ultimately rests with
CB>top management.  Only the leaders of the educational system can establish
CB>the commitment to quality and prescribe the definition of quality.
Didn't you just say (a couple messages back) that only the
CUSTOMER can define what quality is?  Aren't these 
contradictory?
CB>Although Ron M. and Charles B. may disagree, I think that the above is
CB>what happened in New York.  Management decided to raise quality and
CB>arranged for regents courses, the teachers, the teachers' training, etc..
Yes, these are needful steps....
CB>I don't think the exit exam does anything more than confirming the
CB>results of a focus on quality.
It does this, but it also identifies "drift" in the process
of education so that we are aware if something changes.  
Only in this way can we adjust as needed.  The third thing
it does is to modify the behavior of the students, who are
not the passive and non-interactive entity Deming appears
to believe they are.  
More and more, I'm coming to believe that Deming simply 
doesn't understand this, and subscribes to the "student as 
an empty vessel" philosophy of education.  Though you 
probably DON'T, you might consider the complete absence of 
any concern as to the students' point of view, beliefs, 
values, etc in Deming as raising a small red flag.
Perhaps he believes that the process can modify their
behavior, and, properly done, I think there may be some
validity in that - PROVIDED - the process include some
consequences for poor effort, and some rewards for 
excellence.  The "process" has to include acceptance to
college, good jobs for successful candidates, etc.  It must
also include steps to bring entering students to a level
where they can be successful.  If Deming is defining 
"process" in this way, then maybe there's something there.  
OTOH, if he considers, say, education through hs as the 
process, then my criticisms remain....
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