to look at how much money a district has: one has to see how it is flowing into individual schools and even classrooms. Similarly, he went on, in the postsecondary sector, “we need to look at the capacity of institutions for organizational learning, because so much of what we are talking about is organizational change.”

As the sector grows and grows more diverse, the challenge of measuring its status, its quality, and what it offers to those who consume it, will become more complex, participants suggested. “We talk about it as if it were a single, coordinated system,” one noted, “but it doesn’t operate as a system—it is a nonsystem.”

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