This theme issue presents an overview of the standards movement, and examines some difficulties in implementing high standards in an equitable manner for all students. "Faster Than a Plymouth: Reflections on the 'Opportunity To Learn Standards'" (Bradley Scott) discusses the need to create similar experiences and opportunities for academic enrichment and support for all students, since all students are being held to the same standards of excellence and achievement. A sidebar gives a timeline of the modern standards-based reform movement. "Standards, Assessments and Accountability" (Albert Cortez) examines assumptions and realities of the standards movement and explores the challenges of implementing national and state standards at the local level. A sidebar lists five dimensions of learning incorporated in standards that reflect a comprehensive view of learning. "Standards, Tracking and the Reform of Our Public Schools" (Oanh H. Maroney) discusses societal problems that public opinion attributes to schools and the problems caused by ability grouping or tracking in standards implementation. A sidebar lists principles of equity in education. "High Achievement Zone: Reform at Work" (Olivia Evey Chapa) describes successful changes in a barrio middle school (Wynn Seale Academy of Fine Arts, Corpus Christi, Texas) as a result of academic standards. "Education Policy by Public Opinion Polls?" (Albert Cortez) points out the hidden dangers in misinterpreting public opinion polls and developing policy based on those polls, especially in bilingual education. (SAS)