There’s little doubt that education and opportunity are tightly joined in the twenty-first-century economy. Almost every week brings a new study demonstrating that highly skilled workers are being rewarded with stronger pay and excellent workingconditions, while Americans with few skills are struggling mightily. This has become a major theme of the presidential campaign—and a rallying cry for the so-called "reformicons."

Expanding educational achievement, then, appears to be a clear route to expanding economic opportunity. Yet much of our public discourse ends here. Of course more young Americans need better education in order to succeed. But what kind of education: Is the goal “college for all”? What do we mean by “college”? Do our young people mostly need a strong foundation in academics? What about so-called “non-cognitive” skills? Should technical education make a comeback?


Michael Petrilli
President, Thomas B. Fordham Institute
Research Fellow, Hoover Institution
Editor, Education for Upward Mobility


   Neil Bradley
   Chief Strategy Officer, Conservative Reform Network
Mike Petrilli   Gerard Robinson
   Resident Fellow, Education Policy Studies, American Enterprise Institute
   Isabel Sawhill
   Senior Fellow, Economic Studies, The Brookings Institution


Michael Franc
Director of D.C. Programs, Hoover Institution