This issue of a research journal on gifted education explores different perspectives on tracking in schools, the difference between equity and equality, whether equity is the enemy of excellence, and how all can be treated equally if some people are more intelligent than others. Specific articles include: (1) "Inequity in Equity: How 'Equity' Can Lead to Inequity for High-Potential Students" (Camilla Persson Benbow and Julian C. Stanley), which discusses the dumbing-down of curriculum, equating aptitude and achievement testing with elitism, and provides recommendations for creating positive change; (2) "Detracking America's Schools: The Reform without Cost?" (Dominic J. Brewer, Daniel I. Rees, and Laura M. Argys), which explores the costs of detracking in terms of student performance; (3) "Detracking and Its Detractors: Flawed Evidence, Flawed Values" (Robert E. Slavin), which argues against ability grouping; (4) "The Reform without Cost? A Reply to Our Critics" (Dominic J. Brewer, Daniel I. Rees, and Laura M. Argys); (5) "Special Classes for Gifted Students? Absolutely!" (Sally Burton-Szabo); (6) "Untracking and Students' Futures: Closing the Gap between Aspirations and Expectations" (Renee Smith-Maddox and Anne Wheelock); and (7) "Promoting Gifted Behavior in an Untracked Middle School Setting" (Thomas O. Erb, Stephen O. Gibson, and Suzanne E. Aubin). (Articles include references.) (CR)