RM> Perhaps he believes that the process can modify their
RM> behavior, and, properly done, I think there may be some
RM> validity in that - PROVIDED - the process include some
RM> consequences for poor effort, and some rewards for 
RM> excellence.  The "process" has to include acceptance to
RM> college, good jobs for successful candidates, etc.  
    This is the ultimate weakness of applying the Deming approach to public 
K-12 schools.  "Consequences for poor effort" as a K-12 student are 
increasingly-nonexistant in an economy in which "downsizings" affect 
thousands at a firm regardless of their education or job committment, or in 
which acceptance to _some_ college in virtually-assured.  How is any kid 
growing up in this environment to believe that hard work in school counts?
    Also, "consequences for poor effort" in the form of denied college 
admissions depend on testing, even if the testing is done by or for the 
colleges instead of the K-12 schools.  If what you said above is how Deming's 
system would "work" in K-12 schools, it still would require testing in that 
way.
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