The commentaries on Downey and Condron found in this issue help advance an overdue conversation about schools and inequality. This paper considers two questions that are prompted by the comments from the authors' colleagues: (1) Would we make more progress reducing socio-economic and racial achievement gaps by reforming schools or by reforming the broader social and economic contexts in which schools exist?; and (2) How should we frame our questions? The authors encourage a new focus on understanding how the broader social context generates poor students' disadvantage at kindergarten entry. [For "Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality," see EJ1104970.]