Hill writes: "There is seldom anyone at the local level whose commitment to an externally-imposed curricular innovation, planning process, or financial management scheme springs spontaneously from deeply held personal values." House argues that all decision-making that stems from evaluations in education is the result of a compromise. Watkins argues that "Follow Through" resulted in a clash over values based on different beliefs about how children learn, which can be boiled down to "natural growth" or "unfolding" theories versus. theories of "changing behavior". Watkins asserts that most education experts today do not judge programs by their relative effectiveness with different student populations, but rather by their "congruence with prevailing philosophies of education".