This Information Capsule is the third in a series of papers addressing factors contributing to low academic achievement. The two previous papers addressed issues relevant to class size reduction and teacher quality/preparation. The premise of this Information Capsule is that there is no single smoking gun relative to improving school performance. Solving the challenges confronting education cannot be solved by one, two or even three reform strategies. Neither "fad" nor popular flavor of the month reform strategy will do the job. Rather, the case can be made that a comprehensive approach comparable to the War on Poverty of the 1960s or the present War on Terror is what is needed to make substantial headway in solving the economic, social, and familial problems reflected in today's public schools. The popular assumption is that bad schools are the most important reason for low achievement. To remedy the situation one need only address school outcomes by developing high standards, testing, and school accountability measures without addressing the underlying problematic "inputs." This paper will address what these inputs are and the dramatic impact they have on educating students. It goes without saying that improvements should be made in public schools; however, it is also clear that schools are not the sole problem. Public schools are mirrors reflecting the sociocultural, economic, and political problems existing in the neighborhoods and communities in which they are located. Schools do not cause the achievement gap. The gap between high and low income children exists far before formal education begins. Schools are forced to play catchup and generally diminish the inequalities produced by the out-of-school factors discussed in this Information Capsule. Unfortunately, long standing generational inequalities are not easily remedied or eliminated.