A commitment to either traditional or innovative education practice virtually defines the professional identities of most educators, writes Ferrero. Traditional practices emphasize basic skills, ability grouping, subject-matter disciplines, academic mastery, standardized testing, and a canonical curriculum; innovative practices focus on higher-order thinking, heterogeneous grouping, interdisciplinary integration, cultivation of individual talents, authentic assessment, and an inclusive curriculum. Yet the two high schools profiled in this article--one middle-class, suburban, and mostly white; the other economically challenged, urban, and racially diverse--have moved beyond these ideological divisions and adopted a model that combines innovation and traditionalism. Student achievement scores demonstrate the model's success.