Volume 26, Issue 1 (2014) Special Issue on Education

The contributors to this issue—Andreas Schleicher, Catherine Boehme, Linda Darling-Hammond, Chris Edley, Michael Rebell, Fernando Reimers and Eleonora Villegas-Reimers, Kathleen J. Skinner and Paul Toner, Ronald Thorpe, Mark Warren, Randi Weingarten, and Jason Zimba—are among the most distinguished in their respective fields. They were asked to take the 2012 Programme for International Student Assessment (PISA) scores as a starting point and address the obstacles to education reform that prevent this country from leapfrogging rather than scrambling its way into the top tier of education performers, to address what is perhaps the most significant variable: that, leaving aside the fact that every municipality in the United States has its own educational system, there is no one education paradigm but several. There is a proliferation of education entrapments. Many argue persuasively, that the root of inequity in educational outcomes is growing poverty and resegregation. No Child Left Behind has become More Children Left Behind.