Yes, very tough.

As we assign blame for school proficiency, should we first ask if quality schools produce economic prosperity and employment opportunities for which students may aspire? Or, does economic prosperity and employment opportunity produce measurably high-achieving schools containing students preparing for future career opportunities that they, and their parents, can envision? Students that are currently, by measure of standardized assessment, the main indicators of quality schools and the quality of it's educators?

Could it be that economic prosperity and employment opportunity are the fuels for the fire of a prosperous educational system? The students of quality schools, by measure of yearly tests, are more likely measures of the prosperity of the economics system affecting students in that school system, rather than the quality of the educators within it.

Could we expect DPS's current state of being to reverse if all staff and administration was replaced with educators from top performing school districts in the state?