Educational equity is often discussed as a moral issue. Another way to think about equity is as a way to promote productivity and economic efficiency. Traditionally, equity and efficiency are viewed as competing goals. One can be fair in devising a policy, but often what is fair is not economically efficient. Conversely, what is efficient may not be fair. What is remarkable is that some policies are both fair--i.e., promote equity--and promote economic efficiency. Investing in the early years of disadvantaged children's lives is one such policy. A large body of data shows that educational equity is an economic imperative that has far-reaching implications for America. The nation can make serious inroads toward reducing inequality, elevating the underclass, and generating more productivity from its investments in people. But to do so requires that one accepts the facts and rethink one's notions of parenting, education, and the development of human potential. Since inequality starts at or before birth, it can and should be corrected at or before birth with the resource of early childhood and parental education. Gains made in early childhood should be followed through with quality elementary, secondary, and postsecondary education that promote the development of cognition and character. Investing early allows people to shape the future; investing later chains them to fixing the missed opportunities of the past.