Agree that the question comes down to the purpose of school, and I think that's part of the problem. There's tension around what the actual ask is for students.

Agree that the question comes down to the purpose of school, and I think that's part of the problem. There's tension around what the actual ask is for students. Is school a force for teaching socialization and competence in the real world, or for learning academics. And should that learning be focused on practical knowledge, or on ways of thinking in general. I think that's an issue at the core of a lot of the debates around evaluating both students and teachers. You can measure some of it really well, but much of it is on the "soft" side of things. You want to be able to quantify it in order to understand whether or not a student is actually progressing across a wide array of dimensions, but, by it's nature, it is hard to quantify.