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spreading the blame. There's plenty to go around. That hasn't improved schools. <br />> School systems are resl2grisible for the quality of employees they hire and keep. We must quit accepting perfor- <br />mance that is less than satisfactory. <br />> School employees are responsible for the quality of the program they develop and implement. <br />You can tell when people know what they're doing (and when they don't). <br />You can tell when people are motivated (and when they're not). <br />You can tell when people are proud of what they're doing (and when they're not). <br />What's wrong with using results as a basis for recognition? Compensation? Go or no 'go on a program? What's bad <br />about measuring classroom achievement? Doesn't it make sense that a day (or even an hour) of school is important? Is it <br />unreasonable to expect a year's growth from a year of school? <br />When there is no real reward for improvement and no ear 1 consequence for failing to improve, there will be no e� `al <br />improvement. What would happen to a football game if there was no goal line, no end zone and they didn't keep score? <br />Motivation? Interest? Support? <br />> Parents are responsible for the children they send to school. Schools don't have drug problems, communities do <br />and they send them to school. Schools don't have race problems, communities do and they send them to school. <br />> Students are resRonsible for their behavior and learning. <br />When all the players understand and accept their responsibilities we will improve our schools. Until we do, we will continue to <br />spin our wheels. <br />0 `:3 <br />4 <br />c <br />