In this article, Angela Hurley ponders a question centered on how well P-12 schooling experiences and the current accompanying education discourse on the importance of attending college actually match with traditional notions of the purposes of academic life held by college faculty. Does the current, performance data-driven system of P-12 schooling that purports to prepare a standardized product for the economic good of the nation match at all with college mission statements that describe a climate where students are prepared to think, reason, and become humane individuals? For the purpose of examining these questions, the article focuses on one prevalent word from current educational discourse: "measured." Hurley considers the question of the match between current students' experiences in P-12 schools and the notions of "measured" held by many of those in academia. She concludes that the answer may be that currently a fairly grave mismatch exists, but moving into the future, as the verb meaning of "measured" continues to creep into higher education, the mismatch may cease to exist, and that is a frightening thought because higher education will then be moved into a technocratic mode of existence and many of the important aspects of teaching and learning may be deleted from the curriculum; those aspects that give students opportunities to "worry" with the questions of what it means to be humane human beings may be the first to disappear.