RE: MP influence in the classrooms

If I understand correctly, the author of these comments refers to two different events measured by different criteria: One, student achievement as measured by a standard pertinent to knowledge of chemistry. Two, a "substandard chemistry class" is a different event requiring a different criteria under a set of standards pertinent to effective teaching methods. Both are important to measure to determine success in each area. Although, different, they are not muturally exclusive, if we find sufficient evidence of poor teaching practices in the classroom ("substandard classes") by using the appropriate indicators, then we must look for ways of accounting for what produces high rates of student success in a given area. I think is important to corralate information we discover within the complexity of our k-16 education system. Perhaps this is something the Master Plan can include as another mechanism for measuring success: correlation of various indicators of success and failure in the same areas. This can only present us with better questions in our efforts to improve the system.