This issue discusses changes in standards, assessments, and graduation requirements needed in K-12 and higher education, examining whether high school graduates are adequately prepared to enter college without remediation. Currently, about three-quarters of high school graduates will attend college. Among students who take the recommended number of core courses, many do not take the right courses to be prepared for college. Some see the standards movement as a way to unite excellence and equity. Successful examples from New York, Maryland, and Massachusetts are presented. This issue also presents a statement of state education CEOs drafted during a meeting of education leaders from seven states. It discusses the current situation of education, their goals and commitment, and accountability. Another article emphasizes the need to align assessments, describing an analysis of various high school tests used for admissions to postsecondary institutions. Results show that with the exception of a few states that have used tests as tools to raise standards, most assessments are inconsistent and not aligned with standards. A final article presents actions for communities and states when rethinking high school graduation standards, including: communities need clear information on the content of tests required for graduation and on skills and knowledge expected of entering first-year college students; high school students should be required to complete rigorous college-preparatory courses; eliminate redundancies and mixed messages in assessments. (SM)