To keep Deming's ideas alive, this article reexamines how Deming's philosophy connects with education and discusses implications for educators, parents, and legislators. Expecting to achieve "quality" results in little time encourages "quick fixes" and a crisis mentality that distort Deming's message and lead nowhere. There are…

A Colorado high school enlisted US West Telecommunications' aid to train about 30 faculty members in total quality management (TQM) methods. The process helped empower staff to tackle meandering, unproductive committee meetings. Success hinges on the principals' commitment, a TQM coordinator, outside trainers' advice, and an industrial…

The central idea in W. Edwards Deming's approach to quality management is the need to improve process. Outcome-based education's central defect is its failure to address process. Deming would reject OBE along with management-by-objectives. Education is not a product defined by specific output measures, but a process to develop the mind. (MLH)

Taylorism (the rational-managerial model) still dominates U.S. education. Deming's quality and improvement concepts cut much deeper than "total quality management" externalities and differ markedly from management by objectives or outcome-based education approaches. The Deming approach is no quick fix but requires a fundamental change in…