This document contends that efforts designed to determine how schools can educate children for the nation of tomorrow, by focusing primarily on curriculum issues, instruction, and teachers, may have overlooked the interpersonal factors which contribute to excellence and those human and social forces which may interfere with the attainment of excellence for all students. It cites a study conducted by the National Association of Social Workers (NASW) in conjunction with its Third National Conference of School Social Work, noting that the study findings lead to the conclusion that many human and social factors interfere with children's ability to achieve their potential. A number of major societal and family changes are discussed that deal with teenage suicide, emotional problems of gifted children, special education needs of seriously emotionally disturbed children, dropout rates, sexuality, immigrant students, child abuse and neglect, single-parent families, latchkey children, and drug abuse. The report defines excellence in education and identifies 50 barriers to excellence in the categories of family barriers, student/personal barriers, school-related barriers, community barriers, and policy/legislative and funding barriers. A section on recommendations focuses on both strategies for promoting excellence as articulated in the definition of excellence and strategies for overcoming the 50 identified barriers. The methodology of the NASW study and a list of the 50 barriers are appended. (NB)