Amid rising concerns about America’s international competitiveness, increased attention has been paid to serving high-achieving students and to improving math, science, and technology instruction in K–12 schooling. Some proponents have been quick to suggest that this effort readily complements the No Child Left Behind Act’s emphasis on addressing “achievement gaps” in math and reading. They believe that resources can be channeled to low-achieving students without short-changing high-achievers or impeding America’s ability to develop the scientists, mathematicians, and engineers crucial to international competitiveness. In a recent article, Frederick M. Hess and Andrew Rotherham questioned this conventional wisdom, arguing that in a world of finite resources and limited attention, these two agendas are more likely to collide than coexist.

Join us for a discussion of whether the No Child Left Behind Act and the international competitiveness agendas are complements or competitors in the realm of K–12 schooling, and what this tension means for schooling and public policy going forward.