School Benchmarking Quotes

To be honest, I hadn’t been emotionally prepared for the emptiness that seemed to accompany my senior year, the many reminders of my mom’s absence. Senior pictures, homecoming, college applications, prom, graduation; as everyone I knew got excited about those high school benchmarks, I got stress headaches because nothing felt the way I’d planned for it to feel. Everything felt… lonely.

Of course this happens when a classic text ‘works’ as a classic, that is when it establishes a personal relationship with the reader. If there is no spark, the exercise is pointless: it is no use reading classics out of a sense of duty or respect, we should only read them for love. Except at school: school has to teach you to know, whether you like it or not, a certain number of classics amongst which (or by using them as a benchmark) you will later recognise ‘your’ own classics

My eyes lifted from the blue, white, and yellow pattern of my uniform skirt, to meet those of Dr. Cruz—school psychologist and seeker of the ever-elusive, emotional breakthrough. I realized that was her goal sometime during our first session. I suppose, in her world, that was a benchmark of successful treatment, but, from where I sat, it was just incredibly annoying.

High schools routinely classified students who quit high school as transferring to another school, returning to their native country, or leaving to pursue a General Equivalency Diploma (GED)—none of which count as dropping out in the official statistics. Houston reported a citywide dropout rate of 1.5 percent in the year that was examined; 60 Minutes calculated that the true dropout rate was between 25 and 50 percent. The statistical chicanery with test scores was every bit as impressive. One way to improve test scores (in Houston or anywhere else) is to improve the quality of education so that students learn more and test better. This is a good thing. Another (less virtuous) way to improve test scores is to prevent the worst students from taking the test. If the scores of the lowest-performing students are eliminated, the average test score for the school or district will go up, even if all the rest of the students show no improvement at all. In Texas, the statewide achievement test is given in tenth grade. There was evidence that Houston schools were trying to keep the weakest students from reaching tenth grade. In one particularly egregious example, a student spent three years in ninth grade and then was promoted straight to eleventh grade—a deviously clever way of keeping a weak student from taking a tenth-grade benchmark exam without forcing him to drop out (which would have showed up on a different statistic).

I am not saying that the path I have chosen will work for everyone, and I am also not saying that the formal schooling system has no successes. The prevalence of such arrogance is what has led us to adopt a uniform approach that has taken advantage of taxpayers, caused children to feel insufficient because they couldn't meet an absurd standard that held no relevance to their future success, and produced grown-ups lacking fundamental abilities required to sustain oneself, which is the ultimate benchmark of maturity.

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Alignment with educational standards is crucial when crafting vision and mission statements, as it ensures that the school's objectives are in line with broader educational benchmarks and requirements.

In the 1860s and ’70s, the Victorians trained their talent for productivity and standardization onto the school system. In 1880, education became compulsory for all children aged between five and ten. This made many things possible for the first time: mass literacy was one; the establishment of a benchmark for normal cognitive development was another. Not only possible, but necessary. For efficiency in mass production, you need your employees to work at more or less the same speed. For efficiency in mass education, you need your pupils to learn and develop at more or less the same rate. Hence the emergence of a new problem in need of a solution: the slow or ‘backward’ child.

I’ve come face-to-face with these two questions countless times as a writer, an entrepreneur, a painter, a musician, and even a lawyer. On a more immediate level, the questions relate to the project you’re working on. If you’re a painter creating a collection of work, you may start to feel the questions arise as you explore whether a canvas or the collection is taking shape as you have envisioned it. On a more expansive level, the question emerges in the context of whether you should even be a painter or a writer, a coder, an entrepreneur, a CEO. I’ve seen actors struggle to build careers for decades, never coming close to earning enough to cover their bills. Yet they keep on keeping on, because their big break could be one audition away. And this is what they feel called to do. These are some of the most difficult and defining moments every creator faces. I’ve been told by legendary entrepreneurs, “If you have to ask, assume it’s resistance and soldier on.” They claim that you just know whether or not a project is meant to be. But I’ve witnessed countless people commit to perpetually unsuccessful projects or careers or, on the other side of the spectrum, come a breath away from what would’ve been breakthrough success had they just held on a bit longer. So I began to explore a more systematic process, a set of benchmarks, tests, and questions that might better guide these moments and help people decide whether to keep leaning into the journey, alter their course, or walk away and do something entirely different. We start by asking, “What was your inciting motivation?” What made you undertake this endeavor to begin with. Was it, in some form, the expression of a calling? Was it something to keep you busy? Was it about serving a group of people, solving a problem, or serving up a delight? Was it about money or doing anything you could to get your parents off your back and avoid grad school? Begin by going back to the time surrounding your decision to create whatever it is you’re creating and answer this question. Then move on to the next question. In light of the information and experiences you’ve had along the journey to date, does that original motive still hold true? Are you still equally or even more determined to make it happen? And given what you now know, do you believe you can make it happen?

On March 31, 2016, Securities and Exchange Commission chair Mary Jo White said this to the students of Stanford Law School: Nearly all venture valuations are highly subjective. But, one must wonder whether the publicity and pressure to achieve the unicorn benchmark is analogous to that felt by public companies to meet projections they make to the market with the attendant risk of financial reporting problems. And, yes that remains a problem. We continue to see instances of public companies and their senior executives manipulating their accounting to meet various expectations and projections.1 We have reached a point in the world of technology startups where the fervor for building a company with a billion-dollar valuation — the elusive startup unicorn — is overshadowing the creation of real value. It is not the first time we have been here; the world of startups and venture capital has always run in cycles, from optimistic zeal to caution to post-catastrophe introspection and back again. But perhaps it is time that entrepreneurs and investors alike begin waking up to the fact that the “valuation-at-all-costs” model, with its relentless pressure, remote odds of success, and human cost, is not only unsustainable but bad business. At this point in the current cycle, the radically overvalued startup appears to be headed for the endangered species list. That is a good thing. While billion-dollar behemoths will always exist, and the high-wire act of chasing scale while also chasing the cash to fund that scale will occasionally produce a solid company, there are other ways to build a business. There are better ways to build a business.

Sylvie stood in stunned amazement. As a Catholic working among scientists, she occasionally endured the antireligious whisperings, but the party these kids seemed to be having was all-out euphoria over the church's loss. How could they be so callous? Why the hatred? For Sylvie, the church had always been an innocuous entity... a place of fellowship and introspection... sometimes just a place to sing out loud without people staring at her. The church recorded the benchmarks of her life - funerals, weddings, baptisms, holidays - and it asked for nothing in return. Even the monetary dues were voluntary. Her children emerged from Sunday School every week uplifted, filled with ideas about helping others and being kinder. What could possibly be wrong with that? It never ceased to amaze her that so many of CERN's so-called "brilliant minds" failed to comprehend the importance of the church. Did they really believe quarks and mesons inspired the average human being? Or that equations could replace someone's need for faith in the divine?

Measure what you fear most. Do you want that to be the benchmark of your life? —questions for acolytes, from the Rossak texts

Things that cannot be described by numbers should not be described by numbers. A lot of the most important, actionable “data” in a classroom cannot be tortured into an integer, benchmark, zone, indicator, or anything else that looks good in a report.

Jules Goddard at London Business School writes: “The language of planning and control, of targets and KPIs, of metrics and benchmarks, of efficiency and excellence, of specialisation and standardisation, of jobs and careers betrays a way of thinking that is wholly unsuited to the challenges confronting firms today.”25

What did you want to do? What did you want to be?” What was all that hard work for? That’s what he was asking me. The truth was I didn’t know. I never knew. I just liked being in school. It was the closest thing I had to a safety net. Or maybe it was something like Stockholm syndrome. It was what I understood. The clear design of it, the easily navigable benchmarks. Every week, there were dozens of opportunities for me to succeed. I did it for the A. The gold star.

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