A cri de coeur has arrived from a head teacher of a highly successful small school in New York who is worried about the evaluation scheduled to take place of certain schools, assisted or led by the British fi rm of educational consultants. What will it mean for their highly successful and carefully thought out engagement with young people, many of whom suff er from the various forms of disadvantage often associated with inner city life? What will happen when the inspectors and evaluators enter with their lists of “performance indicators” to do “an audit”, or when they check the “value addedness” from “before performance tests” to “after performance tests”, or when they propose certain “effi ciency gains”?