Total quality management Training in education ?

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Q. Total quality management Training in education ? My returning to this topic has been wrongly seen by one regular as an attempt to annoy tj or Mark T. It isn't. My feeling from my vantage point in Virginia, with high local dropout rates, obsession with SOL testing and production of high school graduates who aren't prepared for studying at university level is that my community is looking at a completely wrong definition of quality in education - possibly "quality control" in the teacher-class process, without considering the broader aims.

A. -The earning of a hs diploma has never meant that a student was equipped with the skills to succeed at post-secondary education (in fact, until the standards movement, a hs diploma meant nothing more than a student passed a certain number of classes over 4 years). A diploma states that a student ostensibly meets the minimum standards set by the state, nothing more, nothing less. We have no authority to force students to take the classes necessary to be successful in college, and even less authority to get students to perform at a high level in the classes they do take. Ds are all that are required to pass classes, and I have seen a number of students with massive amounts of Ds accepted into college. To these students, just getting by is perfectly acceptable. Is is any surprise that they need additional help when they get to college or don't last more than a year or two? To use hs graduation requirements as a measure of how well public schools are preparing students for college, when the graduation requirements are minimal standards and the corresponding assessments are not designed to measure college-readiness, is silliness of the highest order. However, there are studies that claim that the amount of students prepared for college-level studies has increased noticeably in the last 10-12 years. Apparently, more kids are believing that they need to increase their performance level in order to be successful in college. -With standards-based learning, the only "guarantees" are that the student ostensibly knows/is able to do what the standards state, at a minimal level. A student who takes the least amount of classes possible, and the easiest ones that meet graduation requirements will probably fit your description above: somebody who has the 3 Rs sufficiently to learn a job. However, depending on the student and the district/school, much more can be accomplished beyond the minimum standards. A student can take mostly honors/AP/IB courses. He can take extra classes. He can take what we used to call "college track" classes. The district, for its part can insist on more requirements than the state. Hard though it may be to believe, Chicago is one of those districts. We require more than the state in a number of areas, the biggest difference being that CPS requires two years of a foreign language in order to graduate (the state mandate is one year of language, art or music). Because of our size, CPS can offer a variety of specialized schools/programs. We have purely academic magnet schools, geared to college prep. We have vocational academies. One of the vocational academies in this area has specialties in business and culinary arts. Its culinary arts program is REALLY good. Like the schools I mention below, kids in these schools use all of their elective courses plus a few more to meet district requirements and the requirements of the programs to which they belong. The school can offer additional programs, beyond what is required for graduation (depending on available funds). For example, my school offers construction and horticulture programs. It also has an IB program (which right now is more IB in name than in quality). The school where I previously taught formed alliances with businesses, creating "institutes" where students took additional classes beyond the required ones that would prepare them to go to work in those industries with little additional training.

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