Top 114 Standardized Quotes & Sayings - Page 2

CEOs hate variance. It's the enemy. Variance in customer service is bad. Variance in quality is bad. CEOs love processes that are standardized, routinized, predictable. Stamping out variance makes a complex job a bit less complex.

I'd been taught from an early age that I was in the other category on the standardized tests. You know, I had to go down the checklist - Caucasian, African-American, Latino, Asian-Pacific Islander, and then, you know, at the bottom is other. So, you know, very early on I was taught, in a way, that I was somehow this anomaly.

Standardized testing is at cross purposes with many of the most important purposes of public education. It doesn't measure big-picture learning, critical thinking, perseverance, problem solving, creativity or curiosity, yet those are the qualities great teaching brings out in a student.

A village in a country which is taking pains to become altogether standardized and pure, which aspires to succeed Victorian England as the chief mediocrity of the world, is no longer merely provincial, no longer downy and restful in its leaf-shadowed ignorance. It is a force seeking to conquer the earth. Sure of itself, it bullies other civilizations, as a traveling salesman in a brown derby conquers the wisdom of China and tacks advertisements of cigarettes over arches for centuries dedicated to the sayings of Confucius.

Today, in the age of standardized testing, thinking and acting, reason and judgment have been thrown out the window just as teachers are increasingly being deskilled and forced to act as semi-robotic technicians good for little more than teaching for the test.

With demands for special education or standardized test prep being shouted in their ears, public schools can't always hear a parent when he says: 'I want my child to be able to write contracts in Spanish,' or, 'I want my child to shake hands firmly,' or, 'I want my child to study statistics and accounting, not calculus.

Now the problem with standardized tests is that it's based on the mistake that we can simply scale up the education of children like you would scale up making carburetors. And we can't, because human beings are very different from motorcars, and they have feelings about what they do and motivations in doing it, or not.

Photojournalist? With a few exceptions, those of us working as photojournalists might now more appropriately call ourselves illustrators. For, unlike real reporters, whose job it is to document what's going down, most of us go out in the world expecting to give form to the magazine, or to newspaper editor's ideas, using what's become over the years a pretty standardized visual language. So we search for what is instantly recognizable, supportive of the text, easiest to digest, or most marketable - more mundane realities be damned.

If you think dealing with issues like worthiness and authenticity and vulnerability are not worthwhile because there are more pressing issues, like the bottom line or attendance or standardized test scores, you are sadly, sadly mistaken. It underpins everything.

Education means teaching kids how to do stuff and how to think about stuff. Education is a pretty simple concept with a very clear way to measure results: you give some kind of an exam - maybe it's one of those standardized tests all kids hate, maybe it's some kind of essay, but whatever it is, it'll measure the results, and the kids will hate it.

Modern capitalism needs men who cooperate smoothly and in large numbers; who want to consume more and more; and whose tastes are standardized and can be easily influenced and anticipated. It needs men who feel free and independent, not subject to any authority or principle or conscience-- yet willing to be commanded, to do what is expected of them, to fit into the social machine without friction; who can be guided without force, led without leaders, prompted without aim-- except the one to make good, to be on the move, to function, to go ahead.

I had very little going for me as a kid except for the fact that I had demanding parents and was very good at filling out bubbles on standardized tests. I went to the Center for Talented Youth at Johns Hopkins University because I did well on the SAT. I went to Exeter because I did well on the SAT.

There is something deeply hypocritical in a society that holds an inner-city child only eight years old "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years before.

Hoover also loved new media the way Millennials do now. He was the first person to ever appear on television. As commerce secretary, he standardized the radio industry so businesses could harness its commercial value. He didn't e-mail my great-grandmother a marriage proposal - but he did cable her one, all the way from Australia.

I never use the word "drug" without defining it. I define it exactly the way the DEA defines it, "a chemical compound capable of reproduction in standardized dosages." I explain that marijuana is a plant with many drugs in it, just like any other plant.

Standardized tests are an indicator of the kind of service taxpayers are receiving - and whether schools, educators and policymakers are doing their jobs. In the United States, taxpayers spend almost $600 billion annually on public education, so it's not unreasonable to ask what all that money is producing. In fact, it's irresponsible not to know.

The stamping out of the artist is one of the blind goals of every civilization. When a civilization becomes so standardized that the individual can no longer make an imprint on it, then that civilization is dying. The mass mind has taken over and another set of national glories is heading for history's scrap heap.

Fortunately, the time has long passed when people liked to regard the United States as some kind of melting pot, taking men and women from every part of the world and converting them into standardized, homogenized Americans. We are, I think, much more mature and wise today. Just as we welcome a world of diversity, so we glory in an America of diversity -- an America all the richer for the many different and distinctive strands of which it is woven.

I imagine a school system that recognizes learning is natural, that a love of learning is normal, and that real learning is passionate learning. A school curriculum that values questions above answers...creativity above fact regurgitation...individuality above conformity.. and excellence above standardized performance..... And we must reject all notions of 'reform' that serve up more of the same: more testing, more 'standards', more uniformity, more conformity, more bureaucracy.

The ways in which a standardized language test induces storytelling, for example, is the opposite of creative writing; you have to learn a logical way to start a story, whereas in creative writing you may begin at the end or begin at the middle of the story.

Liberals don't care. Their approach is to rip out society's foundations without asking if they serve any purpose. Why do we have immigration laws? What's with these borders? Why do we have the institution of marriage, anyway? What do we need standardized tests for? Hey, I like Keith Richards - why not make heroin legal? Let's take a sledgehammer to all these load-bearing walls and just see what happens!

There are many well-meaning people today who work at placing an economic floor beneath all of us so that no one shall exist below a certain level or standard of living, and certainly we don't quarrel with this. But look more closely and you may find that all too often these well-meaning people are building a ceiling above which no one shall be permitted to climb and between the two are pressing us all into conformity, into a mold of standardized mediocrity.

Bureaucratic solutions to problems of practice will always fail because effective teaching is not routine, students are not passive, and questions of practice are not simple, predictable, or standardized. Consequently, instructional decisions cannot be formulated on high then packaged and handed down to teachers.

The creativity of people on the schizophrenic end of the human continuum is a creativity that springs from the inability to accept the standardized cultural denials of the real nature of ex­perience. And the price of this kind of almost "extra human" crea­tivity is to live on the brink of madness, as men have long known.

We have voluntarily agreed to let an invisible government sift the data and high-spot the outstanding issues so that our field of choice shall be narrowed to practical proportions. From our leaders and the media they use to reach the public, we accept the evidence and the demarcation of issues bearing upon public questions; from some ethical teacher, be it a minister, a favorite essayist, or merely prevailing opinion, we accept a standardized code of social conduct to which we conform most of the time.

To prepare youth for success in entrepreneurial (and free) cultures, education tends to emphasize originality, creativity, breadth, depth and leadership skills rather than rote memorization, standardized curricula or socialization. The latter skill set is vital in societies with strong upper classes employing the lower castes, but the former is essential to free democratic nations.

The goals of development are always and everywhere stated in terms of consumer value packages standardized around the North Atlantic-and therefore always and everywhere imply more privileges for a few... Underdevelopment is the result of a state of mind common to both socialist and capitalist countries. Present development goals are neither desirable nor reasonable. Unfortunately antiimperialism is no antidote.

It is impossible to improve any process until it is standardized. If the process is shifting from here to there, then any improvement will just be one more variation that is occasionally used and mostly ignored. One must standardize, and thus stabilize the process, before continuous improvement can be made.

Look on education as something between the child's soul and God. Modern Education tends to look on it as something between the child's brain and the standardized test.

The whole concept of higher education is negated unless the sole criterion used to determine if students qualify is the grades they score on standardized tests. Education is purely an issue of learning - we can no longer afford to have it polluted by damn politics. Leave pollution up to the politicians

what bothers me today is the lack of, well, i guess you'd call it authentic experience. so much is a sham. so much is artificial, synthetic, watered-down, and standardized...we're standardizing people, their goals, their ideas. the sham is everywhere.

Merit pay has failed repeatedly, and it's no surprise. When you base teacher pay on standardized test scores, you won't improve education; you just promote the high-stakes testing craze that's led parents, students and educators to shout 'Enough!' all across the country.

The enemy of the black is not the white. The enemy of capitalist is not communist, the enemy of homosexual is not heterosexual, the enemy of Jew is not Arab, the enemy of youth is not the old, the enemy of hip is not redneck, the enemy of Chicano is not gringo and the enemy of women is not men. We all have the same enemy. The enemy is the tyranny of the dull mind. The enemy is every expert who practices technocratic manipulation, the enemy is every proponent of standardization and the enemy is every victim who is so dull and lazy and weak as to allow himself to be manipulated and standardized.

I am not against standardized tests. There are tests and tests and tests, and, to simplify, the ones I favor are criterion-referenced tests of skills, aligned with the curriculum. Social and emotional skills are important but skills are too. I find it heartbreaking that this is so often seen as an either-or choice. To get to the richness of studying literature, for example, you must first be an adept and confident reader. Whether you are is something a good test can measure.

Artists are looking for a new modernity that would be based on translation: What matters today is to translate the cultural values of cultural groups and to connect them to the world network. This “reloading process” of modernism according to the twenty-first-century issues could be called altermodernism, a movement connected to the creolisation of cultures and the fight for autonomy, but also the possibility of producing singularities in a more and more standardized world.

I am very attracted by bad taste-it is a lot more exciting than that supposed good taste which is nothing more than a standardized way of looking at things.

As goods become more standardized - and mass production has that effect, standardizing product - the distinguishing factor between one store and another is going to be how skillful stores are in satisfying customers and making it a pleasant experience instead of a hostile experience.

The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right? There are so many things that kids care about, where they excel, where they try hard, where they learn important life lessons, that are not picked up by test scores.

I have an absolutely unshakable faith in kids, grounded in the fact that I worked for three years in one of the worst public schools in Baltimore, with kids most people would write off because of their backgrounds. But, when I set high expectations, at the end of the day, these kids went from scoring at the bottom on standardized tests, to scoring at the top, despite their unfortunate circumstances.

The framers of the constitution knew human nature as well as we do. They too had lived in dangerous days; they too knew the suffocating influence of orthodoxy and standardized thought. They weighed the compulsions for restrained speech and thought against the abuses of liberty. They chose liberty.

There is no more wild, free, vigorous growth of the forest, but everything is in pots or rows like a rococo garden... The pupil is in the age of spontaneous variation which at no period of life is so great. He does not want a standardized, overpeptonized mental diet. It palls on his appetite.

I'd been taught from an early age that I was in the 'other' category on the standardized tests. You know, I had to go down the checklist - Caucasian, African-American, Latino, Asian-Pacific Islander, and then, you know, at the bottom is other. So, you know, very early on I was taught, in a way, that I was somehow this anomaly.

I was always told that I was good in mathematics, and I guess my grades and standardized test scores supported that. My worst subjects were those that generally involved a lot of reading - English and history. So, having good test scores in math and mediocre ones in reading, I was naturally advised to major in engineering in college.

The persistence of housing discrimination and housing segregation makes it difficult at times to integrate schools. So what flows from that is disappointment and cynicism and the search for what's next. And it's really in the search for what's next after that that we come upon ideas like increasing standardized testing for kids and using those tests scores to hold teachers accountable.

Modern capitalism needs men who cooperate smoothly and in large numbers; who want to consume more and more; and whose tastes are standardized and can be easily influenced and anticipated ... what is the outcome? Modern man is alienated from himself, from his fellow man and from nature.

We dance with women in groups, but it is very rare that you have a partner that is a woman. The dance world is very macho - woman, boy, always couples, and it's very standardized.

The 'futures' and 'careers' for which American students now prepare are for the most part intellectual and moral wastelands. This chrome-plated consumers' paradise would have us grow up to be well-behaved children. But an important minority of men and women coming to the front today have shown they will die rather than be standardized, replaceable, and irrelevant.

I'm not a policy oriented person. I'm constrained to what I study. But educational policy has not yet taken adequate note of the whole child. Kids are not just their IQ or standardized test scores. It matters whether or not they show up, how hard they work.

We are raising today's children in sterile, risk-averse and highly structured environments. In so doing, we are failing to cultivate artists, pioneers and entrepreneurs, and instead cultivating a generation of children who can follow the rules in organized sports games, sit for hours in front of screens and mark bubbles on standardized tests.

The enemy is every expert who practices technocratic manipulation, the enemy is every proponent of standardization and the enemy is every victim who is so dull and lazy and weak as to allow himself to be manipulated and standardized.

The railroads needed standardized time; as a result, the technology of train travel shaped the way everyone gets up, eats, goes to sleep, calculates age, and, perhaps of no small importance, imagine the world as a whole, ticking reliably, with reliable deviations, according to the beat of one central clock in a physical location.

All subjects are the same. I memorize notes for a test, spew it, ace it, then forget it. What makes this scary for the future of our country is that I'm in the tip-top percentile on every standardized test. I'm a model student with a very crappy attitude about learning.

With demands for special education or standardized test prep being shouted in their ears, public schools can't always hear a parent when he says: 'I want my child to be able to write contracts in Spanish,' or, 'I want my child to shake hands firmly,' or, 'I want my child to study statistics and accounting, not calculus.'

Writing ought either to be the manufacture of stories for which there is a market demand - a business as safe and commendable as making soap or breakfast foods - or it should be an art, which is always a search for something for which there is no market demand, something new and untried, where the values are intrinsic and have nothing to do with standardized values.