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Perhaps the most complicated part of the conversation--beyond all the issues of race and class and culture, the growing pressures to succeed and arguments over how success should be defined--is the problem of memory. When they meet in that conference, parent and teacher bring their own school experiences with them--what went right and wrong, what they missed. They are determined for it to be different for the child they both care about. They go into that first-grade room and sit in the small chairs and can easily be small again themselves. It is so tempting to use the child's prospects to address their own regrets. So teachers learn to choose their words with care and hope that they can build a partnership with parents that works to everyone's advantage and comes at no one's expense. And parents over time may realize that when it comes to their children, they still have much to learn. "I think that we love our children so much that they make us a little loony at times," says Arch Montgomery, head of the Asheville School in North Carolina. He winces at parents who treat their child as a cocktail-party trophy or a vanity sticker for the window of their SUV, but he also understands their behavior. "I think most parents desperately want to do what is right for their kids. This does not bring out the better angels of our natures, but it is understandable, and it is forgivable." --With reporting by Amanda Bower/New York, Melissa August/Washington, Anne Berryman/Athens, Cathy Booth Thomas/ Dallas, Rita Healy/Denver, Elizabeth Kauffman/ Nashville, Jeanne McDowell/Los Angeles and Betsy Rubiner/Des Moines