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st;~f'f' s~nilc.ci ;I\ tllcy ~:ilked ;I~X~LII hcing at m~orkshops and listening as educators from other
sm~111 ciistricts t:tlked ~I~OLII mfol.liing on their standards and benchmarks. These "other"
te;~chcr% u:c.~.c ~Icscrihil~g ~tctivities they'd been engaged in for years. "It's really a matter of
qi~;~lit!;, not si7c." >tared a school hoard rnemher. Size of school did not determine a quality
ccluc;~tion in hcl- opinion. Shc \vent on to say. "I think you have some very large schools that
;IIY \TI.!: soc>d. and omc I;ir_rc schools tt1~1t are not. I think you also have small schools that arc
\.el.!: good. But tllc Ilip side of that coin. lrou can have some small schoolc that aren't \.cry
goocl.
Thc o\.cr.-~-iclin~ scntirncnt about the efforts of other districts. refardless of size. lvas
11io1.c ;~I~~LI~CIIICIII th;tn :~n>*tlii~iy clhc. The!. also voiced considerable pride in u-hat they felt
tli~'!.'d ;~~'i(~~~ll~li\Iid o\-cr ;I long period of time. The foc~is for this district \vas clearly on
14 hat the\. h;td donc. ;inti lit)\\. it \$-:IS impacting the education of the di>t~.ict's children. It did
not ;117pciir [hat ;I 101 of ti~lic I\.L~\ \va>ted v..o~-r!~ing libout \\,hat other districts niisht or mifhr
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