Over several weeks of the late Spring and early Summer of 2010, along with a bright summer intern, the author visited a dozen DCPS schools. The alleged purpose was to collect feedback on the design of an expanded testing program. These meetings were informative, animated, and very well attended. School staff appreciated the apparent opportunity to contribute to policy decisions and tried to make the most of it. The Grand Tour was insightful. In all, the author polled over 500 DCPS school staff. Not only were all of their suggestions reasonable, some were essential in order to comply with professional assessment standards and ethics. Nonetheless, back at DCPS' Central Office, each suggestion was rejected without any serious consideration. Four central office staff outvoted several-hundred school staff (and the author's recommendations as assessment director). Ultimately, the new testing program proposal would incorporate all the new features requested by senior Central Office staff, no matter how burdensome, and not a single feature requested by several hundred supportive school-level staff, no matter how helpful. [For "Looking Back on DC Education Reform 10 Years After, Part 2: Test Cheats," see ED625368.]