There is a vast literature on "executive functioning," or the control of one's thoughts and actions in pursuit of a goal. This broad construct is conceptualized as comprising multiple executive functions (EFs) that support academic achievement and other important life outcomes. However, there is a lack of consensus regarding what, exactly, these core EFs are. This commentary briefly reviews a few dominant models of EFs in developmental and cognitive psychology and outlines issues to be addressed; it then illustrates how insights from neuroscience could help us eliminate redundant terminology and identify EFs that have been largely overlooked. Reaching a consensus regarding the core set of EFs will inform efforts to scaffold EF development and improve educational outcomes.