As documented in this special issue, all over the world hard choices must be made in education, government, business, and medicine. Intelligence tests, used intelligently and with appropriate ethical safeguards, are one tool of many that help make hard choices work out well, or at least better than the next-best alternative (Kaufman, Raiford, & Coalson, 2016). The reliability of intelligence tests is far from perfect. Complaining about IQ tests is the privilege of those who have them. It is probably no accident that intelligence tests were invented in France, not long after a series of reforms from 1881 to 1901 made education free and compulsory for all children (Harrigan, 2001). It is likewise probably not an accident that intelligence testing was then adopted most enthusiastically in the world's wealthiest countries in the midst of similar attempts to raise educational standards. Among the countries featured in this special issue, Greece, Japan, the Netherlands, and the United States achieved near-universal education decades ago; Brazil, India, Mexico, Oman, and Peru have done so only within the last 15 years. Once a government takes on the responsibility of educating all of its citizens and then successfully achieves near-universal school attendance, it is confronted with the magnitude of population-wide individual differences in academic aptitude. The most pressing concern has to do with vulnerable children with intellectual disabilities. It is true that every child can learn, but not every child learns best in regular education. In this commentary, the author addresses the relation between universal education and the need for intelligence testing. The article goes on to compare U.S. developments in intelligence testing with those in Oman, Greece, India, Japan, Brazil, Peru, and the Netherlands. It concludes with three themes that emerged among the articles in this issue.