Improvement Basics -- An Aim for Education -- Improvement Instead of Change -- Dr. W. Edwards Deming -- Theory of Profound Knowledge -- System -- Epistemology -- Psychology -- Variation -- Dr. Deming's 1992 Advice and the Three Basic Graphs -- Improving Learning: The Details -- Performance without Rubrics -- Performance with Rubrics -- Improved Learning of Essential Information -- Why Square Root? -- Why Sample? -- Why Random? -- How Do Teachers Select the Random Items? -- Giving the First Quiz -- What About the Impatient Students Who Want to Know Right Now? -- Are the Brightest Students Bored? -- Counting Up the Total Correct -- Can All Students Make Run (Line) Graphs? -- What Should Be the Goal? -- What About Absences and the Resulting Downturns on the Graphs? -- The Multiplication Tables -- Insights from Cincinnati -- Character Education -- The Energy -- Review with Spelling Example -- Performance versus Essential Information -- Special Education and English Language Learners -- Special Education -- English Language Learners -- Monitoring Discipline, Attendance, Late Buses, and Other Time Wasters -- What Students Have to Say -- How to "Mess Up" Continuous Improvement -- Enthusiasm Maintained -- Maintaining (or Restoring) Enthusiasm for Learning -- Celebrations versus Rewards and Incentives -- Beyond the Three Basic Graphs -- The Histogram: High Standards to High Success -- Disaggregating the Data -- Item Analysis -- Quality Tools -- A Reflection upon Profound Knowledge -- Accountability -- Results on Standardized Tests