C onverting goals to achievements is a considerable undertaking.
We often underestimate the complexity of the task and therefore fall far short of our expectations. Almost 10 years ago state governors and President George Bush established goals to raise student achievement in math and science that would put the United States at the top of the world by the year 2000. It is now obvious in 1999 that the goals will not be achieved. Similar shortfalls are common within school districts and school buildings. Schools and educators generally lack the process skills necessary to convert goals to achievements.