High Quality Outcomes

Timeismoney (2)

High Quality Workable Concepts 

High Quality is defined as meeting the customer requirement, in the case of dependent events it is meeting the requirement of the next step often defined as the internal requirement.  These definitions work because they can be understood by the supplier, employee and the customer.  These definitions are hard to execute and challenge leadership in areas of walking the talk and telling the truth with the customer being at the top of the order.  

Don’t be mistaken, if the customer cannot understand the quality being defined; the quality system is full of hot air, misdirection and quackery. Our at risk children deserve better than QRIS, CLASS, UNIVERSAL PRE-K, HEAD START, and OTHERS that imply best practice outcomes.  

OMG – the arc of a kid’s life is at stake.

Our most at risk children need systems of high quality.  The innovation from the above inside the definition below is possible, and is no choice.  Doing first things first is a challenge for leadership.  There is no choice but to walk the talk and tell the truth with the OMG being at the top of the order.  The innovation is overdue. 

1.  The definition of quality is conformance to requirements

2.  The system of quality is prevention

3.  The performance standard is zero defects

4.  The measurement of quality is the cost or price of non-conformance  



Link      Dear K-12 Administrator and Leader

Link      First Things First Right the First Time to Believe Quality is Free



We need to have a positive simple understanding by teacher and parent

to stop misdirection and quackery about quality.  

Link  A Critical Chain  and   Link  The Goal

The Theory of Constraints by Eliyahu M. Goldratt, 1990, available from Amazon, is the

logic being used in the stories told within these two books.  It is simple logic.  

The goal is more throughput, less in process risk and less total cost

of the whole system based on cost and total units.


The focusing process (page 75) is in generic words

  1. Identify the important system’s constraints
  2. Decide how to exploit the constraints
  3. Subordinate everything to the above decision
  4. Elevate the system’s constraints
  5. Do it again once the system constraint is broken, and do not stop.  
The focusing process (page 76) is in generic system improvement words
  1. What to change?
  2. Pinpoint first things first.  
  3. Effect – cause – effect thinking method
What to change to?
  1. Construct only simple, practical solutions dealing with exceptions as they are seen
  2. Evaporating clouds method
How to cause the change?
  1. Induce the appropriate people to invent such solutions
  2. Socratic method

It is not politically correct to speak so generically about education quality. So the the following discussion of pre-k quality is offered as it calls for outcomes.  Outcomes is on the political right side of a discussion of quality but measuring outcomes in public sector programs will be critical to closing the gap for our at risk urban children.  These are examples to indicate the solution is not ours.  The value of the solutions for our public sector programs are extreme.

It is mostly defined by this work. Reroute the Preschool Juggernaut, by Chester E. Finn Jr.  AND, The Absorbent Mind by Maria Montessori  AND, Montessori Read and Write, A parent’s guide to literacy for children by Lynne Lawrence  Any local effort could form around the above expertise and off the shelf first things first continuous improvement principles given extra money to solve constraints to create the extra good, better or best outcomes.  We make the claim that extra best outcomes would be worth at least extra present value of $500,000 in extra NGDP over the life of the child at age 6.  Present value lost per year on 2,000,000 children is staggering.  Our nation staggers year after year.