American educators are very concerned by mandates prescribed in the No Child Left Behind (NCLB) Act and state-level reforms such as new curriculum standards and requirements. The concern is understandable because noncompliance leads to unbearable consequences. Failure to make AYP--adequate yearly progress--can result in a series of punitive actions ranging from student losses to school reorganization. The more serious consequence is the public shaming of schools resulting from the publication of a school's lowly ranking. While the latter is based on student performance on tests in math and reading, it is viewed by the public as indication of the overall quality of the school. As educators, however, they are charged with a more important task--the moral responsibility to prepare students to lead successful lives. Schools should at least equip students with the attitudes, perspectives, skills, and knowledge that will help them find and keep a job, interact with their coworkers and neighbors, and understand as well as make informed decisions about issues affecting society. The specific attitudes, skills, and knowledge schools aim to cultivate should be responsive to changes in society. Today, educators are in the midst of a significant transformation. Globalization is likely to turn the world into a global village where geographical distance matters little, and lives are affected by and impact people and places across the world as much as, if not more than, next-door neighbors.