 The whole issue of assessment is thorny and difficult, and in this case, when we assess our graduate students, we don't have them do standardized scientific or pseudo-scientific kinds of testing. At the end, of course, we have them write a paper, and we may or may not stick a grade on the paper, but we engage with them intellectually on that, and we kind of see where their growth is and what their strengths are and where they could do better. And that's what we did here. We saw incredible intellectual growth in terms of trying to document that in any kind of quantitative way. That's pretty problematic. And then to go beyond that and figure out what's going on with those teachers' students is even more difficult to figure out, and honestly, I'm not sure that it can be assessed and documented in any kind of really genuine scientific way.