The question of whether schools can do a better job of teaching American children “higher order skills” is very much in the air. It arises in Congressional hearings, where calls are heard for school graduates better able to take on work that requires responsibility and judgment. It is reflected in public concern that changing employment demands are not being met, students' preparation for college is less than satisfactory, and general problem-solving abilities remain low. Yet beyond the agreement that our schools ought to be doing better than they are at building the intellectual capabilities of American young people, it is extremely difficult to discern what really should and can be done.