After working in education for almost 20 years, I have concluded this: the entitlement given to and expected by parents, students, and administrators ruins the efforts of any system designed to achieve success.

In Northern Virginia a few months ago, a high school student, annoyed by the lack of information concerning early dismissal due to his interpretation of inclement weather, decided to call the Superintendent of Schools directly wanting to know why school had not been canceled yet. HE was being inconvenienced. HE wanted to leave early. HE needed to know.

This student did not speak rudely and was not disrespectful.

That's not the point.

Most people lack a distinct and wholistic view of the purpose of education. Many students and parents believe that they, along with their children, "deserve" and A or at least a B as a grade. Why? Because he or she tried. Even when a student receives an F, he should pass. This is like taking your car to get a new muffler and, for some reason, the mechanic could not attach a new muffler. However, he would still like to be paid. "I tried to put a new muffler on, but it wouldn't fit. You still should pay me."

I have had administrators ask me to change students' grades because they tried. They are entitled to a deserved grade. They are entitled to pass a test even when missing periods at the end of sentences. "Can't you give Johnny a D for effort?"

Many teachers buckle. For some, the amount of energy it takes to educate parents and administrators is more than it takes for the students in the classroom. And although educational systems like No Child Left Behind propose expectations, the reality lands in the middle of mediocrity. Expecting students to meet the minimum standard in any system defeats and destroys the purpose of education.

Even when school systems and school boards recognize that a problem exists, most do not want to rock the boat of blissful ignorance. Test scores for state and national accreditation create the facade that schools have targeted and met goals. Several principals who have chastised me for expecting more from students realize that their jobs are PR; without placing the school at risk, they tread lightly on statistics connected to drop outs, suspensions, and expulsions. Principals lighting those issues do not last long.

Too much is done for our children without demanding the albatross of accountability. Yes, it is difficult to admit errors, to admit that maybe this individual cannot complete an assignment or divide correctly or understand how gravity affects the earth. What is more disturbing is allowing those individuals to leisurely move through the educational system and ignoring any problems because it might reflect poorly on the school, the parents, the students, and, yes, even teachers.

Becoming competent and achieving competence does not mean that everyone gets an A. The education of our children is entitled to success.