Both the United States and England initiated ambitious standards-based education reform to eliminate large gaps between their highest and lowest achievers. England appears to be ahead, having started in 1988 with a national curriculum, tests, and performance tables. The United States' No Child Left Behind Act began rewriting state rules in 2002 with more incentives and punitive measures aimed at school performance. Viewing the contrasts as opportunity, educators and policymakers from each side of the Atlantic gathered in Philadelphia in mid-October for the second half of a dialogue on urban education. As talk moved to action, participants planned such follow-up activities as sending a delegation of principals and teachers from Georgia to English schools and creating a New York City school with British educators. With communication channels opened, possibilities seemed endless for comparing and analyzing data on education reforms. Inevitably too, all agreed, the education dialogue should expand to more countries. This policy brief offers highlights from their discussions. [The "No City Left Behind" dialogue was a collaborative effort of the British Embassy, HM Government's Department for Education and Skills, the Institute for Public Policy Research (IPPR) in London, Temple University College of Education in Philadelphia, and The Urban Institute. Additional support was provided by Glaxco SmithKline, The Lenfest Foundation, Thompson-Peterson's Learning, the U.S. Department of Education's Office of Vocational and Adult Education and its Institute of Education Sciences through funding for the Laboratory for Student Success at Temple University's Center for Research in Human Development and Education.]