There should always be benchmarks. But I join with thee in the notion that benchmarks must be appropriate for the student's course of study. And one might argue in some instances, "I am just trying to get my students into a trades job." Okay, let's see your metric on that. That is a fine goal. It's the flopping around where I have we have no measurement of whether the student or teacher know anything, or not necessarily any consequences one way or the other. Having said that, some schools systems - let call one Chicago - are failing on the hunting and gather level- ie. basic, reading, writing, and arithmetic. So there can be agreement on certain measurements, benchmarks that must be met or are desireable to meet regardless of their career choice or post high school academic plans. Parents and taxpayers are entitled too to know how their school stacks up with other schools, to decide what they may or may not mean to them. In addition, it being well discussed, that I advocate all sorts of alternative non-public school alternatives, those schools or micro-schools or neigborhood educational pods, along with the public schools must demonstrate that they are providing at least the same level of skill and competency as public schools - should not be hard- and if not they should not receive public funds or be certified as allowable educational plans or programs. And if they are, they should left alone and continue to be supported or allowed to function with their educational freedom allotments.